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COMPLETE  SHORTHAND  COURSE 


BY 


ARTHUR  J.  TAYLOR 

FORMERLY  HEAD  OF  THE  COMMERCIAL  DEPARTMENT, 
INDIANAPOLIS  HIGH   SCHOOL 


AN  ADAPTATION  OF  THE  BENN  PITMAN  SYSTEM 


CHICAGO 
INTERSTATE   SCHOOL  OF  CORRESPONDENCE 

1903 


Copyright 

BELLOWS  BROTHERS  COMPANY 

1903 


PREFACE 


This  book  has  been  prepared  with  a  steadfast  pur- 
pose to  meet  the  needs  of  correspondence  students.    It 
E     is  complete  as  a  text,  and,  in   connection  with   the 
te      careful  reading  and  correcting  of  the  student's  recita- 
g=      tion  papers,  it  is  complete  as  a  teacher. 

The  Benn  Pitman  is  by  far  the  most  reliable,  tried 

and  true  system  that  is  now  before  the  public.     Judg- 

*      ing  it   in  its    entirety,    which  includes   its  scientific 

«     invention,    comparative    ease   of   mastery,    absolute 

legibility   when  properly  written,  and  its  unlimited 

adaptability  for  the  severest  as  well  as  for  the  most 

t    ordinary  uses  to  which  it  can  be  put,  it  stands  unas- 

sailed . 

Chicago,  July,  1903.  A.  J.  T. 


44845 


o 


CONTENTS 


Pages 
First  Number :  Consonants  and  Vowels 1-12 

Second  Number :  Consonants  and  Vowels 13-22 

Third  Number:  Consonants,  Vowels,  Word  Signs,  Position    23-  32 

Fourth  Number :  Position,  Diphthongs 33-44 

Fifth  Number:  Use  of  el,  luh,  ar,  and  ruh 45-58 

Sixth  Number:  The  Small  Circle 59-70 

Seventh  Number:  The  Large  Circle;  the  Loops;  Position..     71-  82 
Eighth  Number:  The  weh  hook;  the  weh  semicircle;   the 

Aspirate ;  Omission  of  Vowels 83-  94 

Ninth  Number :  The  n  hook ;  the  /  or  v  hook 95-108 

Tenth  Number:  The  shun  hook;  Phrasing 109-122 

Eleventh  Number:  The  I  hook;  irregular  I  hook 123-136 

Twelfth  Number:  The  r  hook;  irregular  r  hook 137-150 

Thirteenth  Number:  Triple  Consonants;  the  large  w  hook.  151-164 

Fourteenth  Number :  The  Half  Lengths ;  Special  Cases 165-178 

Fifteenth  Number:  Double  Lengths;  the  n  curl 179-192 

Sixteenth  Number:  Prefixes 193-206 

Seventeenth  Number:  Suffixes 207-220 

Eighteenth  Number:   Special  Vocalization;    Omission    of 

Consonants 221-234 

Nineteenth  Number:  Intersecting  Strokes;  Words  Repre- 
sented by  Hooks  in  Phrases;  Miscellaneous  Practice 
Matter 235-248 

Twentieth  Number:  General  Comments 249-262 

Twenty-first  Number:  Dictionary  of  Word  Signs 263-280 


COMPLETE  SHOKTHAND  COURSE 


INTRODUCTION 

There  are  two  practical  purposes,  either  of  which 
will  justify  the  expenditure  of  time,  labor  and  money 
in  the  mastery  of  stenography.  The  first  is  to  become 
able  to  record  the  utterances  of  others  as  rapidly  as 
they  may  be  spoken ;  the  second,  to  record  with  an 
equal  degree  of  facility  one's  own  thoughts. 

With  the  achievement  of  these  purposes  will  come 
other  accomplishments  scarcely  less  valuable  than  the 
direct  results  that  have  been  sought.  In  language 
there  will  be  a  knowledge  of  punctuation  and  capital- 
ization, a  more  thorough  understanding  of  grammar 
and  of  terse  written  and  spoken  discourse,  and  a 
higher  appreciation  of  correct  pronunciation.  Along 
the  line  of  mental  discipline  the  power  of  concen- 
trated attention  will  be  increased,  the  memory  exer- 
cised and  strengthened,  and  ability  to  analyze  quickly 
and  accurately  secured.  The  ear  will  be  taught  keen- 
ness, the  eye  quickness,  and  the  fingers  deftness  in 
execution.  All  these  and  many  other  desirable  quali- 
fications for  usefulness  will  be  more  or  less  developed. 

However  desirable  these  various  attainments  may 
be,  they  must  be  looked  upon  as  incidental  results ; 

1 


2  COMPLETE  SHORTHAND  COURSE 

and  if  any  of  them  are  sought  as  the  ultimate  goal 
of  study,  there  are  more  direct  ways  of  reaching  them 
than  by  the  study  of  stenography. 

Let  the  student  keep  constantly  before  him  the 
real  purposes  of  this  work :  To  record  with  speed 
and  accuracy  the  utterances  of  others,  or  to  catch  and 
make  a  permanent  record  of  his  own  fleeting  thoughts. 

Materials 

The  beginner  must  use  either  a  good  steel  pen  with 
a  point  of  medium  fineness,  or  a  number  two  lead 
pencil  of  the  best  quality.  Never  write  on  unruled 
paper.  The  paper  furnished  with  this  course  is  best 
adapted  for  the  use  of  the  learner.  For  further  prac- 
tice work,  a  reporter's  note  book,  such  as  may  be 
purchased  at  any  bookstore,  or  ordered  through  the 
school,  will  suffice.  Ordinary  ruled  paper  will  not 
do  because  the  lines  are  too  close  together. 


FIRST    NUMBER 

1.  In  stenography,  or  shorthand,  there  is  a  dis- 
tinct character  to  represent  each  separate  sound  uttered 
by  the  English  voice.  A  word  then  is  represented  by 
a  combination  of  the  stenographic  characters  which 
represent  the  sounds  heard  in  that  spoken  word. 

(a)  By  the  usual  method  of  representing  words, 
which  will  hereafter  be  referred  to  as  longhand,  there 
are  twenty-six  characters,  called  letters,  to  represent 
more  than  forty  sounds ;  this  necessarily  means  that 
in  some  instances  some  letter  must  represent  more 
than  one  sound.  The  system  is  further  complicated 
by  the  fact  that  of  the  twenty-six  letters  three  are 
practically  useless ;  many  represent  more  than  one 
sound  each,  and  some  as  many  as  eight  sounds. 
Many,  taken  singly  and  in  combination,  represent  the 
same  sound. 

(b)  The  three  characters  referred  to  in  paragraph 
(a)  that  are  practically  useless  are  c,  q,  and  x:  c,  because 
it  represents,  when  not  in  combination  with  some 
other  letter,  either  the  sound  of  k  as  in  can,  or  of  s 
as  in  mice;  q,  because  in  connection  with  u  from  which 
it  is  never  separated,  the  sounds  of  Jew  are  repre- 
sented, as  in  queen,  pronounced  kwecn;  x,  because  it 
represents  a  combination  of  k  and  s,  as  in  wax,  pro- 
nounced waks.     G  represents  two  distinct  sounds,  as 

3 


4  COMPLETE  SHORTHAND  COURSE 

heard  in  the  words  game  and  gem  ;  d  is  used  to  repre- 
sent two  sounds,  as  heard  in  the  words  loved  and 
talked  (luvd  and  tawkt)  ;  the  letter  a  represents  no  less 
than  eight  distinct  sounds,  as  heard  in  the  words  fate, 
preface,  care,  am,  arm,  staff,  talk,  what.  G  and  j  rep- 
resent the  same  sound,  as  in  gem  and  jam  ;  f  and  ph 
represent  the  same  sound,  as  in  file  and  phial ;  in  the 
words  fate,  fete,  they,  eight,  Aaron,  rain,  rein,  reign, 
layer,  campaign,  we  have  the  same  vowel  sound  repre- 
sented in  ten  different  ways  and  the  list  is  yet  incom- 
plete. 

2.  The  alphabet  of  the  English  language  will  not 
answer  the  requirements  of  stenography  and  is  there- 
fore discarded. 

(a)  The  ordinary  letters  are  insufficient  in  number 
and  they  do  not  each  represent  one  definite,  unchang- 
ing sound. 

(b)  The  simplest  longhand  letters  require  not  less 
than  three  distinct  movements  of  the  hand  to  write 
them ;  the  stenographic  characters  require  but  one 
movement  of  the  hand  for  each  individual  sound,  and 
the  characters  are  of  the  simplest  possible  construc- 
tion. 

3.  Since  stenography  is  a  system  of  writing  by 
sound,  the  pupil  must  first  learn  to  analyze  words  into 
their  component  sounds. 

(a)  Pronounce  the  words  very  slowly  in  an  effort 
to  break  them  into  as  many  sounds  as  possible. 
There  will  usually  be  found  fewer  sounds  than  there 
are  letters  in  any  given  word.  The  sounds  heard  in 
the  word  pay  are  two  in  number,  that  of  p  and  of  a. 
Repeat  these  sounds  aloud  ;  do  not  call  the  first  sound 


COMPLETE  SHORTHAND  COURSE  5 

pe,  but  simply  puh.  Ape  contains  two  sounds,  a-puh; 
bay  =  buh-a;  Abe  =  a-buh;  eight  =  a-tuh;  dough= 
duh-o;  ache  =  a-kuh;  cape  —  kuh-a-puh;  ga,it=guh- 
a-tuh. 

(b)  Silent  letters  have  no  effect  whatever  in  spell- 
ing a  word  by  sounds. 

4.  To  practice  stenography  the  pupil  must  learn 
to  do  three  things :  First,  to  break  up  a  written  or 
spoken  word  into  its  elementary  sounds ;  second,  to 
represent  these  sounds  with  written  characters  ;  third, 
to  interpret  the  written  characters  and  speak  or  write 
the  words  which  they  represent. 

(a)  The  foregoing  paragraph  describes  the  process 
of  the  practicing  stenographer  ;  the  learner  will  do  the 
same  things,  but  in  another  order  from  that  given 
above  ;  he  will  first  interpret  stenographic  characters 
and  read  the  exercises  provided  by  this  text ;  he  will 
next  analyze  words  similar  to  those  of  the  read- 
ing exercises ;  then  he  will  write  these  words 
stenographically . 

5.  The  sounds  with  which  we  deal  in  stenography 
are  of  two  kinds :  first,  consonants ;  and  second, 
vowels  or  those  sounds  which  are  of  a  vowel  nature. 
As  these  two  classes  of  sounds  are  of  an  essentially 
different  nature,  they  are  represented  by  essentially 
different  characters.  The  consonants  are  represented 
by  straight  and  curved  lines,  and  the  vowels  by  dots 
and  dashes. 

Note. — Read  the  shorthand  on  page  7  as  you  are  referred  to 
the  various  lines.  The  matter  in  type  is  explanatory  of  the  short- 
hand, and  the  shorthand,  in  turn,  is  illustrative  of  the  printed 
principles. 


6  COMPLETE  SHORTHAND   COURSE 

CONSONANTS 

6.  The  first  sounds  heard  in  each  of  the  words 
pay,  bay,  take,  day,  chain,  jail,  Kate,  gain,  rain,  are  the 
first  nine  consonant  sounds  of  the  stenographic  alpha- 
bet, and  are  called  puh,  buh,  tuh,  duh,  chuh,  juh, 
kuh,  guh,  ruh.     See  line  1. 

(a)  The  spelling  of  the  names  of  these  sounds  as 
here  given  is  as  near  as  it  is  possible  to  represent  the 
sounds  by  a  word  or  syllable.  The  student  can 
readily  get  the  real  sounds  by  first  pronouncing  words 
containing  them  and  then  eliminating  all  the  other 
sounds  ;  thus,  pronounce  the  word  rope  and  then  omit 
the  sounds  of  r  and  o,  and  the  remaining  sound,  puh, 
is  the  name  of  the  first  stenographic  character. 

7.  The  characters  in  line  1  are  straight  lines  and 
are  one-sixth  of  an  inch  or  a  trifle  more  in  length. 
The  first  six  are  written  downward,  the  seventh  and 
eighth  from  left  to  right,  and  the  last  upward.  Chuh 
and  ruh  differ  in  the  direction  in  which  they  are  writ- 
ten and  also  in  the  slant ;  chuh,  being  written  down- 
ward, forms  a  greater  angle  with  the  line  of  writing 
than  does  the  upward  stroke,  ruh. 

(a)  The  downward  and  horizontal  strokes  are  in 
pairs,  each  pair  being  composed  of  a  light  and  a 
heavy  stroke  ;  ruh  is  written  with  a  light  stroke  only, 
since  an  upward  stroke  can  not  be  shaded. 

VOWELS 

8.  The  long  sound  of  a,  as  heard  in  the  words 
pay,  take,  chain,  etc.,  is  represented  in  stenography  by 
a  heavy  dot,  placed  at  the  middle  of  the  consonant 
stroke  with  which  it  is  to  be  read.     See  lines  2  to  5. 


COMPLETE  SHORTHAND  COURSE 


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_z. z.. 


3- 


4- 


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\c. 


7-- 
8.... 

9- 


X 


A.^ _H 


Jk ^.__ZV--^... 

^---^ - 

-^-____:_.._l_.._^t_.x- 


*3- 


14. 


8  COMPLETE  SHORTHAND   COURSE 

RULES    FOR   READING 

9.  Read  from  the  left  to  the  right,  and  downward. 

(a)  If  a  vowel  stands  at  the  left  of  a  downward 
stroke,  read  it  before  the  consonant ;  if  at  the  right  of 
a  downward  stroke,  read  it  after  the  consonant. 

(b)  If  a  vowel  is  above  a  horizontal  or  ascending 
stroke,  read  it  before  the  consonant ;  if  below  a  hori- 
zontal or  ascending  stroke,  read  it  after  the  conso- 
nant. 

10.  Read  lines  2,  3,  4  and  6,  on  page  7  before 
going  further,  naming  the  sounds  aloud  before  pro- 
nouncing the  word.  Thus,  puh-a,  pay ;  a-puh,  ape  ; 
buh-a,  bay;  a-buh,  Abe;  a-tuh,  ate  or  eight ;  a-duh, 
aid  ;  duh-a,  day  ;  a-chuh,  H  ;  a-juh,  age  ;  juh-a,  jay  ; 
(line  3),  a-kuh,  ache  ;  guh-a,  gay ;  ruh-a,  ray ;  puh- 
a-duh,  paid  ;  puh-a-juh,  page  ;  buh-a-buh,  babe  ;  buh- 
a-tuh,  bait ;  buh-a-kuh,  bake  ;  tuh-a-puh,  tape  ;  tuh- 
a-kuh,  take ;  (line  4),  duh-a-tuh,  date ;  juh-a-kuh, 
Jake  ;  ruh-a-kuh,  rake  ;  ruh-a-tuh,  rate  ;  ruh-a-duh, 
raid;  ruh-a-juh,  rage;  kuh-a-kuh,  cake;  ruh-a-ruh, 
rare ;  puh-a-duh-a,  pay-day ;  (line  5),  kuh-a-puh, 
cape;  kuh-a-juh,  cage;  guh-a-puh,  gape;  guh-a-tuh, 
gate  or  gait ;  guh-a-juh,  gage  or  gauge ;  kuh-a-kuh- 
tuh,  caked. 

11.  The  long  sound  of  o,  as  heard  in  the  words 
oat,  toe,  Joe,  oak,  go,  row,  etc.,  is  represented  in 
stenography  by  a  heavy  dash  placed  at  the  middle  of 
the  consonant  stroke  with  which  it  is  to  be  read. 

12.  Read  lines  6,  7  and  8,  on  page  7,  not  less  than 
ten  times  before  going  further,  naming  the  sounds 
aloud  before  pronouncing  the  word. 


COMPLETE  SHORTHAND  COURSE  9 

13.  There  are  many  words  of  such  frequent  occur- 
rence that  they  are  represented  in  stenography  by 
brief  signs  called  word  signs.  A  heavy  dot  the  length 
of  one  consonant  stroke  above  the  line  is  the  word 
the  and  upon  the  line  a;  a  light  dot  on  the  line  is 
either  an  or  and.     See  lines  9  to  13,  on  page  7. 

14.  The  period  is  represented  by  a  small  cross 
upon  the  line,  and  the  interrogation  point  by  the 
same  character  above  the  line. 

15.  Read  lines  10,  11,  12  and  13,  on  page  7,  not 
less  than  ten  times  before  going  further. 

RULES    FOR   WRITING 

16.  After  the  sounds  in  the  word  have  been  defi- 
nitely determined,  write  the  consonants  first ;  this 
makes  what  is  called  the  outline  of  a  word.  After 
all  the  consonants  have  been  written,  insert  the  vowel 
or  vowels. 

17.  If  a  word  contains  but  one  consonant,  write  it 
so  that  the  stroke  may  rest  upon  the  line  of  writing. 
If  a  word  contains  more  than  one  consonant,  each 
succeeding  stroke  after  the  first  should  begin  where 
the  preceding  one  ends.     See  lines  3  to  14,  page  7. 

18.  In  a  word  containing  two  or  more  consonant 
strokes,  write  the  outline  in  such  a  way  that  the  first 
descending  or  ascending  stroke  will  rest  upon  the 
line. 

(a)  This  rule  requires  that  outlines  beginning 
with  a  horizontal  stroke  followed  by  a  descending 
one,  begin  the  length  of  one  consonant  stroke  above 
the  line,  as  in  line  5,  page  7. 


10  COMPLETE  SHORTHAND   COURSE 

19.  If  a  word  contains  the  same  consonant  twice 
with  but  a  vowel  intervening,  these  two  consonants 
should  be  written  with  one  stroke  of  the  pen,  as  in 
the  words  babe,  (line  3) ;  cake,  rare,  (line  4) ;  pope, 
(line  6)  ;  coke,  roar,  (line  8). 

(a)  This  rule  does  not  apply  to  w^ords  having  a 
double  consonant  letter  with  no  intervening  vowel ; 
in  such  cases  the  double  letter  is  treated  as  a  single 
one  ;  in  fact,  in  the  majority  of  instances  where  there 
is  a  double  letter  there  is  but  one  sound. 

20.  If  a  word  contains  two  successive  consonants 
written  in  the  same  direction,  one  of  which  is  light 
and  the  other  heavy,  write  the  combination  in  such  a 
way  that  the  shading  will  be  gradual  or  wedge- 
shaped.  See  the  last  line  on  page  7  ;  the  combinations 
in  that  line  do  not  represent  words. 

21.  Write  the  following  exercise  not  less  than  ten 
times. 

Writing  Exercise  I 

Par.  17.  Pay,  bay,  day,  jay,  gay,  ray,  Poe,  beau, 
aid,  dough,  Joe,  ache,  go,  row,  boat,  Tobe,  Jake,  take, 
paid,  poach,  page,  rope,  robe,  roach,  rage,  rate,  raid, 
wrote,  rote,  rake,  rogue. 

Par.  18.  Cape,  code,  coach,  cage,  gape,  gait,  gate, 
goat,  gauge,  Cairo. 

Par.  19.   Pope,  babe,  cake,  roar,  coke. 

Par.  20.   Toad,  date,  dote. 

Re-read  the  paragraphs,  the  numbers  of  which  are 
given,  before  writing  the  words  which  follow  the 
numbers. 


COMPLETE  SHORTHAND   COURSE  11 

TEST    QUESTIONS 

1.  What  is  your  purpose  in  studying  shorthand? 

2.  What  is  the  all-important  thing  with  which  we 
deal  in  stenography :  the  word,  the  syllable,  the 
letter,  or  the  sound? 

3.  What  sounds  have  the  following  letters  in  the 
words  immediately  following  them  :  b,  climb,  tomb, 
debt ;  c,  civil,  ocean,  cave,  act,  indict ;  d,  end,  hissed, 
Wednesday;  /,  few,  of;  g,  gun,  bag,  magic,  rage, 
sign;  s,  sly,  has,  ribs,  sure,  vision? 

4.  Why  are  not  the  longhand  letters  used  in  sten- 
ography to  represent  sounds,  so  far  as  possible? 

5.  Measure  some  written  characters  that  you  have 
made  when  your  attention  was  not  centered  upon 
the  proper  length;  how  long  are  they?  How  long 
should  they  be? 

6.  Is  the  method  of  reading  shorthand  different 
from  that  of  reading  longhand?  Tell  in  what  way  it 
is  the  same  or  is  different . 

7.  How  do  you  write  long  a  in  shorthand? 
Long  of 

8.  Should  consonants  or  vowels  be  written  first? 

9.  What  consonant  stroke  in  an  outline  rests  upon 
the  line? 

10.  If  a  word  begins  with  a  horizontal  stroke  fol- 
lowed by  a  descending  one,  where  should  the  horizon- 
tal stroke  be  written? 

11.  What  is  a  word  sign? 

12.  How  often  have  you  read  page  7? 

13.  How  many  times  have  you  written  the  writing 
exercise  on  page  10? 


12  COMPLETE  SHORTHAND   COURSE 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions ; 

(b)  A  longhand  transcript  of  all  words  on  page  7, 
numbering  the  lines  to  correspond  with  the  numbers 
upon  the  page  ; 

(c)  Not  less  than  ten  copies,  in  shorthand,  of  the 
writing  exercise  on  page  10  ; 

(d)  Any  questions  which  you  wish  to  ask,  or  a 
statement  saying  that  you  have  no  questions. 

Note. — Extreme  care  should  be  observed  in  complying  with  the 
instructions  given  in  Mail  to  the  School.  Send  everything  asked 
for  and  nothing  more.  Paragraph  (b)  asks  for  longhand  and  only 
longhand,  while  (c)  asks  for  shorthand  and  only  shorthand. 


SECOND   NUMBER 

Do  not  permit  yourself  to  begin  this  or  any  sub- 
sequent lesson  until  you  feel  that  you  have  learned 
the  preceding  one  very  thoroughly.  The  number  of 
times  you  are  required  to  read  and  write  the  exercises 
— ten  each — is  the  minimum  ;  twenty  or  thirty  times 
would  be  much  better. 

The  principles  to  be  learned  are  not  so  numerous 
nor  so  difficult  as  is  generally  supposed  by  those 
unacquainted  with  the  subject,  but  beginners  too 
often  overlook  the  necessity  for  complete  mastery  of 
each  principle  as  it  is  presented  for  the  first  time.  It 
is  not  a  question  of  whether  you  understand  the  text 
as  it  is  written,  but  of  whether  you  are  able  to  apply 
it  as  occasion  may  require.  This  can  be  accomplished 
only  by  oft  repeated  practice.  Practice,  practice, 
PRACTICE. 

While  shorthand  is  an  art  in  which  first  impulses 
must  control  the  writer,  these  first  impulses  are  not 
instinctive  but  must  be  the  results  of  careful,  system- 
atic training.  The  mind  acts  in  a  certain  way  when 
suddenly  called  upon,  because  it  has  frequently  acted 
in  that  way  when  not  under  pressure.  These  mental 
habits  can  be  formed  only  by  persistent  and  sincere 
effort. 

Write  slowly  and  carefully,  with  a  mental  appre- 
ciation of  everything  you  do.  Do  not  copy.  It  is 
permissible  to  study  a  stenographic  outline  and  then 

13 


14  COMPLETE   SHORTHAND  COURSE 

write  it,  but  do  not  allow  yourself  to  write  anything 
without  knowing  exactly  that  which  you  are  writing. 
When  you  write  an  exercise  through  the  second, 
third,  fourth,  or  tenth  time,  write  it  from  the  printed 
longhand  and  not  from  the  first  shorthand  copy  you 
have  prepared.  Compare  the  work  of  the  third  and 
other  writings  with  that  of  the  first,  and  if  you  find  an 
error  in  the  third  or  any  subsequent  writing  that 
does  not  appear  in  the  first  or  any  previous  writing, 
it  jDroves  that  some  principle  which  you  supposed  you 
had  learned  has  escaped  you.  This  principle  must 
then  be  studied  again,  very  carefully,  so  that  there 
may  not  be  a  repetition  of  your  mistake.  Making 
errors  the  first  time  you  write  an  exercise  is  natural 
and  is  expected ;  to  make  an  error  in  a  subsequent 
writing  which  was  not  made  in  the  first  should  occa- 
sion a  self-rebuke  ;  to  make  numerous  errors  of  this 
kind  will  call  forth  sharp  criticism  from  the  exam- 
iner. 

Submit  all  work  that  you  do  ;  you  will  profit  more 
from  having  your  errors  pointed  out  than  from  words 
of  commendation  only.  It  is  perfectly  fair  for  you  to 
mark  with  a  cross  of  red  ink  outlines  that  you  know 
to  be  wrong  and  which  you  have  afterward  corrected. 
This  will  save  you  from  adverse  criticism  and  prevent 
the  examiner  from  calling  your  attention  to  errors  of 
which  you  already  know.  Reading  all  that  you  have 
written  will  bring  to  your  notice  most  of  the  errors 
which  you  may  have  made. 

Do  not  erase.  As  soon  as  you  have  written  an 
outline  if  you  realize  that  it  is  wrong,  strike  a  line 
through  it  and  then  re-write  it. 


COMPLETE  SHORTHAND   COURSE  15 

The  pen  or  pencil  may  be  held  in  the  usual  way  or 
it  may  be  placed  between  the  first  and  second  fingers. 
It  is  the  experience  of  many  stenographers  that  the 
hand  is  less  liable  to  tire  when  the  pen  or  pencil  is  held 
between  the  first  and  second  fingers  than  when  it  is 
held  in  the  usual  way.  The  student  may  follow 
his  own  preference  as  it  is  a  matter  of  but  little 
moment. 

Beginners  usually  write  the  characters  too  large. 
Of  course  the  principal  thing  in  a  writer  is  to  be  con- 
sistent in  himself  with  respect  to  the  size  of  the  char- 
acters, making  them  uniformly  large  or  uniformly 
small.  It  will  be  found  advantageous  to  cultivate  the 
habit  of  writing  what  may  at  first  appear  to  be  small 
characters.  The  slanting  strokes  are  naturally  a 
trifle  longer  than  vertical  or  horizontal  ones. 

Do  not  cramp  your  work  :  that  is,  do  not  place  the 
words  too  close  together.  Cramped  writing  is  always 
at  the  expense  of  legibility. 


ADVANCE  WORK  OF  SECOND  NUMBER 

CONSONANTS 

22.  The  first  consonant  sounds  heard  in  each  of  the 
words  fun,  velvet,  think,  them,  sir,  zinc,  shine, 
azure,  men,  nun,  are  the  next  ten  of  the  stenographic 
alphabet,  and  are  called  full,  vuh,  thuh,  th-uh,  suh, 
zuh,  shuh,  zhuh,  em,  and  en. 

(a)  The  distinction  between  the  sounds  of  thuh 
and  thuh  may  prove  very  troublesome  to  those  who 


16  COMPLETE  SHORTHAND  COURSE 

have  not  had  their  attention  critically  called  to  it.  The 
following  pairs  of  words,  when  properly  pronounced, 
will  illustrate  the  distinction :  think,  this ;  thank, 
them  ;  wreath,  wreathe.  For  a  complete  discussion  of 
these  two  sounds  see  the  Guide  to  Pronunciation  which 
is  usually  at  the  beginning  of  every  dictionary. 

(b)  The  sound  of  zhuh  as  in  azure  is  variously 
represented  in  longhand  by  z,  s,  si,  tif  and  g,  as  in 
seizure,  measure,  fusion,  transition,  and  rouge. 

23.  These  ten  sounds  are  represented  as  in  the 
first  line  on  the  opposite  page. 

(a)  All  are  curved  lines  and  are  of  the  same  length 
as  the  straight  consonants  which  have  already  been 
given.  The  first  eight  are  written  downward  and  the 
last  two  from  left  to  right. 

(b)  With  the  exception  of  the  last  two,  these 
curved  consonants,  like  the  straight  ones,  are  in  pairs, 
each  pair  being  composed  of  a  light  and  a  heavy  stroke. 
The  heavy  strokes  need  be  shaded  only  at  the  middle, 
tapering  towards  each  end. 

(c)  All  of  these  strokes  end  upon  the  line  of  writ- 
ing ;  the  last  two  both  begin  and  end  on  the  line.  En 
being  so  written  will  cut  below  the  line. 

24.  The  comma  and  semi-colon  may  be  made  as 
in  longhand  ;  they  are  rarely  used  in  shorthand. 

25.  Proper  names  are  indicated  by  two  short, 
oblique  lines  beneath  the  word,  as  in  line  6.  These 
lines  are  only  for  the  sake  of  making  reading  less 
difficult  and  may  be  omitted  where  the  outline  is 
legible  without  them. 

26.  Read  lines  1  to  6  not  less  than  ten  times. 

27.  Read  lines  7  to  14  not  less  than  ten  times. 


COMPLETE  SHORTHAND  COURSE 


17 


.(• ).• 


_.k.__-L_lv 


3...  ^i. 


4- 


*n 


5 


6.. 


.-(-... 
^         ^ 


X... 


J£.-_ 


.4 -(- 


"  ~> 


..)-....(•. 


- ^ 


.X 


18  COMPLETE  SHORTHAND   COURSE 

VOWELS 

28.  The  short  sound  of  e  as  heard  in  the  words 
pet,  bet,  tent,  etc.,  is  represented  by  a  light  dot  placed 
at  the  middle  of  the  consonant  stroke  with  which  it  is 
to  be  read.     See  line  1. 

29.  The  short  sound  of  u  as  heard  in  the  words 
up,  bub,  chum,  etc.,  is  represented  by  a  light  dash 
placed  at  the  middle  of  the  consonant  stroke  with 
which  it  is  to  be  read.     See  line  2 . 

30.  Vowel  sounds  that  are  represented  by  heavy 
dots  and  dashes  are  called  long  vowels,  and  those  that 
are  represented  by  light  dots  and  dashes  are  called 
short  vowels. 

31.  When  a  vowel  comes  between  two  consonants, 
it  is  possible  to  place  it  after  the  first  or  before  the 
second.  The  long  vowels  a  and  o  must  be  written 
after  the  first  consonant ;  the  short  vowels  e  and  u 
must  be  written  before  the  second.  Thus  these  two 
dot  vowels  and  the  two  dash  vowels  may  sometimes 
be  distinguished  by  the  place  they  occupy,  without 
regard  to  shading.     See  lines  3  and  4. 

32.  Each  consonant  stroke,  without  any  vowel, 
represents  one  or  more  words  ;  consonants  when  so 
used  are  called  word  signs.  Some  of  the  signs  are  the 
principal  or  only  consonants  that  would  be  in  the 
outline  of  the  word  if  it  were  written  in  full. 

33.  The  consonants  in  lines  5  and  6  represent  the 
following  words:  Line  5,  ivp,  be,  it,  do,  which, 
advantage,  come,  together,  are  ;  line  6,  for,  have, 
think,  them,  so,  was,  shall,  usual  or  usually,  him  or 
may,  know  or  no. 


i._..X. 


COMPLETE  SHORTHAND  COURSE 


19 


5... A.  --X...LJ Z^JL ^ 

6 L ^J..„X...J„._JL..._^_._J....^_.._. 


L 


• Vk 

.o....:...2l- 


13 


X   4    'A/     X  

~^K        I         fr        >     >     * 

.(•....^..,...;1.....^.....X........ 

\--Z--V-S *^t 

«=^i_j .(-.....i -(•-.-. 

L-J Ve  V- 


14. 


20  COMPLETE  SHORTHAND  COURSE 

34.  Read  lines  1  to  6  not  less  than  ten  times,  on 
page  19. 

35.  Read  lines  7  to  14  not  less  than  ten  times,  on 
page  19. 

Writing  Exercise  II 

Par.  22-25.  Fade,  vague,  both,  bathe,  ace,  owes, 
shame,  mow,  neigh,  aim,  fay,  fame,  faith,  dome,  make, 
knave,  mope,  oath,  own,  show,  shake,  tame,  they, 
tomato,  vogue.  Par.  28.  Ebb,  Ed,  etch,  edge,  egg, 
m  (e-em),  n,  death,  debt,  peck.  Par.  29.  Us,  pup, 
buck,  tub,  tug,  duck,  chum,  judge,  Dutch,  touch, 
pug,  rug,  shove,  thumb,  thug,  unsay,  unmake.  Par. 
31.  Shade,  shed,  fade,  fed,  dome,  dumb,  road,  rut, 
Mayme,  mum,  name,  numb. 

Writing  Exercise  III 

1.  A  tug  boat  was  paid  for.  2.  They  may  say  it 
was  no  advantage.  3.  Both  May  and  Faith  think 
the  name  was  Cairo.  4.  They  usually  go  up  the 
road  together.  5.  Which  coach  do  they  usually 
take?  6.  They  think  a  potato  may  do.  7.  Fay 
may  take  the  boat,  row  up  the  bay,  and  bathe  the 
pup.  8.  May  was  the  month  they  came.  9.  Come 
up  Monday,  Abe.  10.  Otho  may  pay  for  the  opaque 
jug.  11.  Ed  rode  the  burro.  12.  The  poet  wrote  an 
ode  and  Puck  read  it.  13.  .  Have  them  come  for  the 
muff  and  cape.  14.  They  usually  say  so.  15.  Show 
him  the  oath  they  shall  take.  16.  Make  no  dumb 
show.  17.  Was  the  keg  for  us?  18.  Do  they  think 
they  have  an  advantage?  19.  Touch  up  the  edge  so 
it  may  be  red.     20.     Abe  read  an  essay. 


COMPLETE  SHORTHAND   COURSE  21 

TEST   QUESTIONS 

1.  Why  is  so  much  practice  of  prime  importance? 

2.  How  should  the  beginner  write,  with  reference 
to  speed? 

3.  What  objections  are  there  against  copying  short- 
hand work? 

4.  Give  three  words  containing  the  sound  of  thuh, 
and  three  containing  the  sound  of  th-uh  ;  select  words 
other  than  those  given  in  paragraph  22  (a). 

5.  What  part  of  a  shaded  curved  stroke  should  be 
made  heavy? 

6.  How  often  have  you  read  lines  1  to  6  on  page 
17? 

7.  How  often  have  you  read  lines  7  to  14  on  page 
17? 

8.  How  may  proper  names  be  indicated? 

9.  How  many  vowel  sounds  have  been  given,  so 
far? 

10.  How  many  consonant  sounds? 

11.  Tell  how  each  vowel  sound  is  represented. 

12.  Into  what  two  classes  may  vowels  be  divided  on 
the  basis  of  the  characters  which  represent  them? 

13.  Into  what  two  classes  may  vowels  be  divided 
on  the  basis  of  the  character  of  the  vocalization  of  the 
sounds? 

14.  State  the  rule  which  determines  the  place  in 
which  a  vowel  must  be  written  when  it  occurs  between 
two  consonants. 

15.  How  often  have  you  read  lines  1  to  6  on  page 
19? 

16.  How  often  have  you  read  lines  7  to  14  on  page 
19? 


22  COMPLETE  SHORTHAND  COURSE 

17.  How  many  times  have  you  written  Writing 
Exercise  II? 

18.  How  many  times  have  you  written  Writing 
Exercise  III? 

19.  How  many  sounds  in  each  of  the  following 
words:    owes,  ace,  oath,  etch,  edge? 

20.  If  you  are  not  certain  of  the  correct  pronuncia- 
tion of  any  words  in  the  writing  exercises,  how  do 
you  settle  the  doubt? 

21.  If  the  sound  of  em  or  en  is  followed  by  full, 
thuh,  or  suh,  where  should  the  em  or  en  be  written? 

22.  If  em  or  en  is  followed  by  kuh,  guh,  or  another 
em  or  en,  where  should  the  first  em  or  en  be  written? 

23.  When  a  light  and  a  heavy  straight  stroke  join 
without  an  angle,  how  should  they  be  written? 

24.  How  do  you  distinguish  chuh  from  ruh  when 
they  are  joined  to  other  strokes? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions ; 

(b)  A  longhand  transcript  of  page  17  ; 

(c)  A  longhand  transcript  of  page  19  ; 

(d)  Not  less  than  ten  copies,  in  shorthand,  of  Writ- 
ing Exercises  II  and  III ; 

(e)  Two  copies  of  Writing  Exercise  I,  which 
appears  in  the  first  lesson  ; 

(f)  Any  questions  which  you  may  wish  to  ask,  or 
a  statement  that  you  have  none. 


THIRD  NUMBER 

ANSWERS    TO   TEST   QUESTIONS  IN   FIRST 
NUMBER 

1.  The  study  of  stenography  is  for  the  purpose  of 
enabling  one  to  either  record  the  words  of  others  as 
they  are  spoken  or  his  own  thoughts  as  they  rush 
upon  him. 

2.  The  sound,  rather  than  the  letter,  syllable  or 
word,  is  the  all-important  element  in  the  study  of 
shorthand. 

3.  B  is  silent  in  climb,  tomb  and  debt ;  c  has  the 
sound  of  s  in  civil,  of  sh  in  ocean,  of  k  in  cave  and  in 
act,  and  is  silent  in  indict ;  d  has  the  sound  of  d  in 
end,  of  t  in  hissed,  and  is  silent  in  the  first  syllable  in 
Wednesday,  and  has  the  sound  of  d  in  the  last ;  f  has 
the  sound  of  f  in  few,  and  of  v  in  of ;  g  has  the  hard 
sound  of  g  in  gun  and  bag,  of  j  in  magic  and  rage, 
and  is  silent  in  sign  ;  s  has  the  sound  of  s  in  sly,  of  z 
•in  has  and  ribs,  of  sh  in  sure  and  of  zh  in  vision. 

4.  The  longhand  letters  are  not  used  in  shorthand 
because  they  do  not  uniformly  represent  but  one  and 
the  same  sound,  and  because  of  the  many  distinct 
movements  required  to  make  them. 

5.  Shorthand  characters  should  not  be  less  than 
one-sixth  nor  more  than  one-fourth  of  an  inch  in  length. 

6.  Shorthand  is  read  as  we  read  longhand — from 
left  to  right  and  from  up  down. 

7.  Long  a  is  represented  by  a  heavy  dot  at  the 
middle  of  the  consonant  with  which  it  is  to  be  read  ; 

23 


24  COMPLETE  SHORTHAND  COURSE 

long  o  is  represented  by  a  heavy  dash  at  the  middle 
of  the  consonant  with  which  it  is  to  be  read. 

8.  Write  all  consonants  first  and  then  insert  the 
vowels. 

9.  The  first  descending  or  ascending  stroke  must 
rest  upon  the  line. 

10.  If  a  word  begins  with  a  horizontal  stroke  fol- 
lowed by  a  descending  one,  the  horizontal  stroke  must 
be  written  the  length  of  one  consonant  above  the  line. 

11.  A  word  sign  is  either  an  arbitrary  character 
or  abbreviated  outline  used  to  represent  some  particu- 
lar word  or  words  of  frequent  occurrence. 

12  and  13  are  questions  the  answers  to  which  will 
suggest  to  the  examiners  the  instructions  to  be  given 
each  individual  in  order  that  his  work  may  be 
improved. 

A  Transcript  op  the  Shorthand  on  Page  7 
(Line  2)  pay,  ape,  bay,  Abe,  ate  or  eight,  aid,  day, 
H,  age,  jay,  (line  3)  ache,  gay,  ray,  paid,  page,  babe, 
bait,  bake,  tape,  take,  (line  4)  date,  Jake,  rake,  rate, 
raid,  rage,  cake,  rare,  (line  5)  pay-day,  cape,  cage, 
gape,  gate  or  gait,  gage  or  gauge,  caked,  (line  6)  Poe 
or  Po,  bow  or  beau,  oat,  toe  or  tow,  ode  or  owed, 
dough,  Joe,  oak,  go,  row,  (line  7)  Pope,  poach,  poke, 
boat,  Tobe,  dope,  toad,  dote,  choke,  joke,  (line  8) 
coke,  rope,  robe,  rote  or  wrote,  road  or  rode  or  rowed, 
roach,  rogue,  roar,  goat,  code,  (line  9)  Jake  pay  the 
rogue.  Abe  paid  the  rogue.  (Line  10)  Joe  wrote  an 
ode.  Take  a  gay  cape,  Jake.  (Line  11)  Obey  the 
Pope.  An  ape  ate  the  bait.  (Line  12)  Tobe  and  Jake 
rowed  the  boat.  Date  the  page.  (Line  13)  Bake  a 
cake.     The  babe  rode  the  oak  rake. 


COMPLETE  SHORTHAND  COURSE  25 

Writing  Exercise  I 

.;  n  \  i.i.t> ^.\,.\...j l 

_T1....'Z„^.__"^.T1„_Z1^.'T1____Z. 


Do  not  fail  to  compare  the  shorthand  given  on  this 
page  with  your  own  work.  In  correspondence  work 
in  shorthand,  the  student  works  first  as  a  teacher  in 
expounding  to  himself  the  principles  given  in  the  text ; 
he  then  becomes  a  pupil  and  does  the  work  which  will 
embody  the  principles  discussed ;  he  then  acts  as  a 
critic  by  examining  his  own  work,  discovering  errors 
here  and  points  worthy  of  commendation  there. 

Some  of  the  most  expert  reporters  are  shorthand 
writers  who  have  taught  themselves.  They  have 
studied  a  text  which  was  primarily  intended  for  class 
room  work.  If  the  subject  so  naturally  lends  itself 
to  self-instruction,  without  being  especially  prepared 
with  this  end  in  view,  is  it  not  reasonable  to  expect 
even  better  returns  from  the  use  of  a  text  which  has 
been  especially  prepared  as  a  means  of  self-instruction 
without  any  yielding  whatsoever  to  the  requirements 
of  a  class  room? 


ADVANCE  WORK  OF  THIRD  NUMBER 

CONSONANTS  (CONCLUDED) 

36.  The  seven  remaining  consonants  are  luh,  ar, 
yuh,  wuh,  huh,  emp  or  emb,  and  ung.  Line  1.  The 
sounds  they  represent  are  heard  in  the  words  :  low, 
arc,  your,  woe,  hay,  imp  or  bamboo,  and  ink. 

(a)  The  consonants  here  given  are  not  in.  pairs  as 
most  of  those  heretofore  given  have  been. 

(b)  All  are  written  downward  or  from  left  to  right, 
except  luh  and  huh  which  are  written  upward.  Luh, 
in  special  cases,  is  also  written  downward,  but  it 
must  be  considered  an  ascending  stroke  and  always 
be  written  upward  until  the  rules  governing  it  as  a 
downward  stroke  have  been  given.  When  written 
downward,  it  is  called  el. 

(c)  The  consonant  ar  represents  the  same  sound  as 
does  the  straight  consonant  ruh. 

(d)  Emp  or  emb  represents  a  combination  of  two 
consonant  sounds — of  m  and  p  or  of  m  and  b. 

VOWELS     (CONTINUED) 

37.  All  vowel  sounds  are  not  provided  for  in 
shorthand.  Some  are  such  slight  modifications  of 
others,  that  the  same  character  may  be  used  to  repre- 
sent both.  Thus  the  sound  of  a  in  care,  fare,  air, 
etc. ,  is  represented  by  a  heavy  dot  at  the  middle  of 
the  consonant,  the  same  character  that  is  used  to 
represent  long  a.     See  the  third  word  in  line  2. 

The  word  signs  in  line  8  are  :  will,  your,  way,  young, 
improve  or  improved  or  improvement. 

26 


COMPLETE  SHORTHAND  COURSE 


27 


2l-jC_3l 


8 C C 2* w <«, 


.x__L 


X__  _^- 


i3< 


JUX-1 


Z_JL_x_ 


14.. 


r  v    /  1  -) 


.v.. 


28  COMPLETE  SHORTHAND  COURSE 

38.  Vowels  may  be  written  in  three  different 
places,  at  the  beginning,  middle,  or  end  of  the  con- 
sonant with  which  they  are  to  be  read.  These  three 
places  are  called  first,  second,  and  third,  respectively. 

(a)  The  four  vowels  which  have  already  been 
given  are  second  place  vowels  and  were  accordingly 
written  at  the  middle  of  the  consonants  with  which 
they  were  read. 

39.  The  four  first  place  vowels,  represented  by 
dots  and  dashes  made  both  light  and  heavy,  are  heard 
in  the  words  eat,  if,  awed,  and  odd.     See  line  1,  page  29. 

(a)  When  a  first  place  vowel  occurs  between  two 
consonants,  it  is  written  after  the  first.  This  rule 
applies  to  both  light  and  heavy  vowels.  Compare 
this  rule  with  that  given  in  paragraph  31.    See  line  5. 

POSITION 

40.  Outlines  may  be  written  in  three  different 
positions.  These  positions  are  named  as  are  the  vowel 
places,  first,  second,  and  third.  First  position  is  above 
the  line.     See  lines  1  to  4. 

41.  An  outline  of  not  more  than  two  consonants, 
whose  accented  vowel  is  a  first  place  vowel,  is  written 
in  first  position.     See  line  5. 

(a)  Many  word  signs  are  exceptions  to  this  prin- 
ciple. Be,  it,  which,  think,  will,  etc.,  are  words  whose 
vowels  are  first  place  vowels  and  yet  they  are  cor- 
rectly written  in  second  position. 

The  word  signs  in  line  6  are  for  the  following 
words :  time,  dollar,  each,  common,  give  or  given,  if, 
ever,  wish,  me  or  my,  in  or  any,  thing. 


COMPLETE  SHORTHAND  COURSE 


29 


V 


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•-  -  ^    /  v  r  <>  S.    r 


r    r  r 


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XVA 


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IZia ^~_^_>: 


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14 


30  COMPLETE  SHORTHAND  COURSE 

42.  The  first  descending  or  ascending  consonant 
in  an  outline  is  the  one  which  is  placed  in  position. 

Caution.  If  a  first  position  outline  has  two  de- 
scending consonants,  write  the  first  above  the  line 
and  the  second  half  through  the  line.     See  line  5. 

43.  Outlines  which  contain  three  or  more  con- 
sonants are  written  in  second  position — on  the  line. 

Exception.  Words  derived  from  words  that  are 
written  in  position  are  usually  written  in  the  same 
position  as  their  primitives. 

The  purpose  of  position  writing  will  become  evi- 
dent in  subsequent  lessons. 

44.  Read  page  27  not  less  than  ten  times. 

45.  Read  page  29  not  less  than  ten  times. 

Writing  Exercise  IV 

Par.  41.  Pick,  pitch,  pith,  pity,  Biddy,  busy,  big, 
tip,  tick,  chick,  jig,  fib,  fig,  vim,  pod,  bog,  top,  dock, 
dodge,  beach,  deem,  cheek,  eve,  leap,  leave,  pshaw, 
talk,  wrong. 

Par.  42.     Nip,  kid,  copy,  keep,  cawed,  moth. 

1.  If  they  do  ill,  they  may  know  ill.  2.  Love  may 
teach  us  pity.  3.  If  they  make  a  debt,  they  will  pay 
it.  4.  Show  me  your  copy.  5.  Will  Tom  see  your 
shop?  G.  They  may  teach  us  the  way.  7.  Do  they 
think  they  will  see  the  beach  ?  8.  Bob  will  pay  a  dol- 
lar a  day.  9.  Tom  saw  the  dummy.  10.  See  them 
dip  the  sheep  in  the  big  ditch.  11.  Pity  him  for  the 
wrong  they  do  him.  12.  Will  the  boat  reach  the  dock 
in  time? 

Caution.  After  each  writing  of  the  above  exercise,  read  that 
which  you  have  written  and  correct  your  errors. 


COMPLETE  SHORTHAND  COURSE  31 

TEST  QUESTIONS 

1.  How  many  straight  consonants  are  there?  How 
many  curved  consonants? 

2.  What  pairs  of  consonants  represent  the  same 
sound? 

3.  Name  all  the  consonants  that  are  written  up- 
ward ? 

4.  How  many  different  vowel  places  are  there? 

5.  Where  should  a  first  place  vowel  be  written 
when  placed  to  the  consonant  luhf  Where  should  a 
third  place  vowel  be  written  when  placed  to  the  con- 
sonant ruh? 

6.  In  how  many  different  positions  are  outlines 
written? 

7.  What  class  of  outlines  should  be  written  in 
position? 

8.  When  the  words  mill,  meek,  and  mob  are  cor- 
rectly written  what  difference  do  you  observe  in  the 
positions  of  the  m's? 

9.  If  an  outline  contains  more  than  two  conso- 
nant strokes,  in  what  position  should  it  be  written? 

10.  How  often  have  you  read  page  27? 

11.  How  often  have  you  read  page  29? 

12.  How  many  times  have  you  written  Writing 
Exercise  IV? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  27,  number- 
ing the  lines  to  correspond  with  the  numbers  upon 
the  page ; 


32  COMPLETE  SHORTHAND  COURSE 

(c)  A  longhand  transcript  of  page  29,  numbering 
the  lines  as  in  (b)  ; 

(d)  Not   less   than   ten   copies,    in    shorthand,    of 
Writing  Exercise  IV ; 

(e)  Two  copies  of  Writing  Exercise  II ;  two  copies 
of  Writing  Exercise  III. 

(f)  Any  questions  which  you  may  wish  to  ask,  or 
a  statement  saying  that  you  have  no  questions. 


FOURTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  SECOND 

NUMBER 

1.  Much  practice  is  of  prime  importance  because 
practical  shorthand  does  not  consist  in  simply  know- 
ing principles  but  in  the  prompt  application  of  them. 

2.  The  beginner  should  make  no  attempt  to  do 
speed  work. 

3.  It  is  of  but  little  benefit  to  copy  shorthand 
because  the  mind  rather  than  the  hand  and  eye  must 
be  trained. 

4.  Thin,  then  ;  bath,  bathe  ;  thaw,  through. 

5.  The  middle  portion  of  a  shaded  curve  stroke 
should  be  made  heavy. 

8.  Proper  names  may  be  indicated  by  placing  two 
short,  oblique  lines  beneath  them. 

9.  Four  vowel  sounds  have  been  given. 

10.  Nineteen  consonants  have  been  given. 

11.  Long  a  is  represented  by  a  heavy  dot  at  the 
middle  of  the  consonant  with  which  it  is  to  be  read  ; 
long  o  by  a  heavy  dash  similarly  written  ;  short  e  by 
a  light  dot ;  and  short  u  by  a  light  dash. 

12.  Vowels  may  be  divided  into  two  classes  on  the 
basis  of  the  characters  which  represent  them,  namely, 
dot  vowels  and  dash  vowels. 

13.  On  the  basis  of  the  vocalization  of  the  sounds, 
vowels  may  be  classed  as  long  and  short  and  are  ac- 
cordingly represented  by  heavy  and  light  characters. 

33 


34  COMPLETE  SHORTHAND  COURSE 

14.  If  a  long  vowel  occurs  between  two  conso- 
nants, write  it  after  the  first  consonant ;  if  the  vowel 
is  short,  write  it  before  the  second. 

19.  There  are  two  sounds  and  only  two  in  each  of 
the  words  owes,  ace,  oath,  etch,  edge. 

20.  To  be  certain  of  the  correct  pronounciation  of 
a  word,  consult  a  dictionary. 

21.  If  em  or  en  is  followed  by  fuh,  thuh,  or  suh, 
the  em  or  en  will  be  written  the  length  of  one  conso- 
nant above  the  line. 

22.    If   em    or   en  is   followed  by  kuh,    guh,   or 
another  em  or  en,  write  it  on  the  line. 

23.  When  a  light  and  a  heavy  straight  stroke  join 
without  an  angle,  write  the  combination  wedge 
shaped. 

24.  If  chuh  or  ruh  follows  another  consonant,  the 
chuh  or  ruh  must  begin  where  the  preceding  conso- 
nant ended  and  it  will  show  whether  the  stroke  was 
written  up  or  down.  If  the  chuh  or  ruh  precedes  the 
other  consonant,  then  the  beginning  of  the  second 
consonant  is  where  the  chuh  or  ruh  ended,  and  the 
direction  of  the  stroke  is  thus  shown. 

Transcript  of  Page  16. 

(Line  1)  Fuh,  vuh,  thuh,  *feuh,  suh,  zuh,  shuh, 
zhuh,  em,  en  ;  (line  2)  they,  say,  aim,  may,  nay  or  neigh, 
own,  foe,  oath,  so ;  (line  3)  show,  mow,  know  or  no, 
foam,  fame,  faith,  shave,  shame,  shape  ;  (line  4)  fade, 
shade,  vague,  vogue,  shake,  maim,  name,  make  ;  (line  5) 
nape,  knave,  bathe,  both,  tame,  dome,  dame,  tomato, 
vacate  ;  (line  6)  May,  Mayme,  Fay,  Otho,  Faith,  Morro, 


COMPLETE  SHORTHAND  COURSE  35 

Pharaoh ;  (line  7)  A  game  knave  rowed  the  boat. 
Show  Mayme  the  tomato.  (Line  8)  Take  no  oath, 
make  no  foe.  Fame  may  fade.  (Line  9)  Fay  may 
name  the  babe.  Both  May  and  Otho  came.  (Line  10) 
They  say  Job  may  make  the  dome.  Joe  ate  the 
tomato.  (Line  11)  Fame  may  shake  the  faith.  The 
knave  may  rage.  (Line  12)  A  foe  wrote  the  ode. 
Make  the  ape  and  the  goat  go.  (Line  13)  May  may 
sew  the  robe.  May  the  rogue  take  the  rope?  (Line 
14)  They  own  the  boat  so  they  may  go  and  bathe. 

Transcript  of  Page  18. 

(Line  1)  ebb,  Ed,  etch,  edge,  egg,  echo,  essay,  m, 

n  ;    (line  2)  up,  us,  unbow,  uproar,  unmake,  unsay, 

uptake,  urge  ;  (line  3)  bake,  beck,  bait,  bet,  choke, 

chuck,  take,  deck,  cope,  cub ;  (line  4)  rake,  wreck, 

raid,  red,  dome,  dumb,  date,  debt,  pope,  pup ;  (line  5) 

up,  be,  it,  do,  which,  advantage,  come,  together,  are ; 

(line  6)  for,  have,  think,  them,  so  was,  shall,  usual  or 

usually,  him  or  may,  know  or  no  ;   (line  7)  Take  up 

the  rope  which  they  make.     Fay  and  Mayme  (line  8) 

may  come  together.      Show  us  the  rope  which  Joe 

(line  1)  paid  for.     The  pup  ate  the  egg.     They  may 

rake   (line    10)   the   meadow.      Which   cup   do   they 

usually  take?     (Line  11)  Show  him  the  rug  they  own. 

Death  may  pay  (line  12)  the  debt.     Take  the  pup 

which  Abe  fed.     Which  (line  13)  muff  was  for  Mayme  ? 

Do  they  think  they  (line  14)  know  him  ?    Bake  a  cake 

for  Ed  and  Fay. 

Note. — In  comparing  your  shorthand  with  the  engraved  on  the 
following  pages,  note  whether  your  consonants  are  of  the  right 
length,  slant  and  shading;  and  then  see  whether  the  vowels  should 
be  dots  or  dashes,  light  or  heavy,  and  also  whether  they  are  cor- 
rectly placed  with  reference  to  the  consonants. 


36 


COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  II 


4- 


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Writing  Exercise  III 

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COMPLETE  SHORTHAND  COURSE 


37 


-  _rs..__.  x io.._  ~_r~ 


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Writing  Exercise  I 

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ADVANCE  WORK   OF  FOURTH  NUMBER 

POSITION    (CONTINUED) 

46.  The  four  third  place  vowels  are  represented 
by  dots  and  dashes,  made  both  light  and  heavy,  and 
are  heard  in  the  words,  arm,  ooze,  add,  took.  See 
line  1. 

47.  An  outline  of  not  more  than  two  consonants 
whose  accented  vowel  is  a  third  place  vowel  is  written 
in  third  position. 

48.  Third  position  is  through  the  line  for  descend- 
ing or  ascending  strokes  and  entirely  below  the  line 
for  horizontal  strokes.     See  lines  2  to  5. 

49.  It  was  shown  (paragraph  31)  that  when  a 
vowel  occurs  between  two  consonants  it  can  be  writ- 
ten after  the  first  or  before  the  second.  In  such 
cases  all  first  place  and  second  place  long  vowels 
must  be  written  after  the  first  consonant ;  second 
place  short  and  all  third  place  vowels  must  be  written 
before  the  second  consonant.     Line  6. 

50.  If  two  consecutive  vowels  occur  between  two 
consonants,  write  the  first  vowel  after  the  first  con- 
sonant and  the  second  before  the  second  consonant. 
Consecutive  vowels  must  be  written  in  this  way,  with- 
out regard  to  the  principles  given  in  paragraphs  31 
and  49.     Lines  7  and  8. 

51.  When  it  is  necessary  to  write  two  vowels  to 
one  consonant  stroke,  place  the  vowel  nearer  the  con- 
sonant which  is  read   nearer  it.     Thus,  if  the  two 


COMPLETE  SHORTHAND  COURSE 


39 


--^--4--tr--V-\^--B-f 


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f 


±^.iC!i..^2i. 


/  \' 


9 tL 


.:.....?&.....*....£. 


t 


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.*...L..!L..( (• 

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14. 


X___ 


40  COMPLETE  SHORTHAND  COURSE 

vowels  are  initial,  the  first  will  be  written  farther 
from  the  stroke ;  if  the  two  vowels  are  final,  the 
second  will  be  written  farther  from  the  stroke. 
Line  9. 

DIPHTHONGS 

52.  The  remaining  four  vowel  sounds  are  the 
diphthongs  heard  at  the  beginning  of  the  words  ice, 
oil,  owl,  use.     They  are  represented  as  in  line  1. 

53.  The  first  two  are  first  place  and  the  second 
two  third  place  vowel  sounds.  It  will  be  observed 
that  the  character  for  i  is  distinctive  ;  that  is,  none  of 
the  other  characters  is  like  it.  Because  of  this,  i  may 
be  written  in  any  place  since  it  does  not  depend  upon 
place  for  its  identity.     Line  2. 

54.  The  direction  of  writing  the  dash  vowels  varies 
according  to  the  consonants  to  which  they  are  placed. 
The  diphthongs  do  not  vary  in  the  direction  of  writing. 

55.  I  and  oi,  when  initial,  may  be  attached  to  the 
following  consonant,  provided  a  good  angle  is  formed 
when  so  joined.  Ow,  u  and  i  may  be  likewise  joined 
to  the  preceding  stroke  when  they  are  final.  Lines 
4  to  6. 

WORD    SIGNS 

56.  The  signs  given  in  lines  7  and  8  must  be  very 
short,  about  one-third  the  length  of  the  stroke  tuh. 
These  words  are  of  such  frequent  occurrence  that  it 
will  be  necessary  to  commit  them  thoroughly  to 
memory.  All  are  written  down  except  on  and  should 
which  must  invariably  be  written  in  the  direction  of  ruh : 

Of,  all,  to,  too  or  two,  or,  already,  but,  before,  oh  or 
owe;  (line  8)  he,  ought,  who,  I,  how,  you,  on,  should,  also. 

57.  In   speaking   of   these   brief   signs   they    are 


COMPLETE  SHORTHAND  COURSE 


41 


v)       r 


j      r    x    c 


|v  VA 


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Lv 


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*)        1         Vts     I       i        / 


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42         COMPLETE  SHORTHAND  COURSE 

described  by  naming  the  consonants  which  are  writ- 
ten in  the  same  way  and  with  the  addition  of  toid. 
Thus,  the  sign  for  of  is  called  a  puhtoid  tick  in  first 
position  ;  for  before,  a  duhtoid  tick  in  second  position  ; 
for  o?i,  a  ruhtoid  tick  first ;  for  should  a  ruhtoid  second. 
58.  "Words  which  are  composed  of  syllables  which 
are  themselves  words  are  usually  written  in  such  a 
way  as  to  take  advantage  of  any  brief  way  in  which 
the  syllables  may  be  written.  Thus,  anything  is  writ- 
ten by  combining  the  two  word  signs  for  any  and 
thing.  To-day,  to-morrow,  although,  etc. ,  employ  the 
brief  signs  for  to  and  all.  When  such  word  signs  are 
used  at  the  beginning  of  a  word  they  are  usually  writ- 
ten in  the  position  in  which  they  should  be  written 
when  standing  alone. 

Writing  Exercise  V 

Par.  47.  La,  aim,  calm,  mamma,  ask,  woo,  Lulu, 
pool,  Juno,  moody,  coo,  rue. 

Par.  50.  Poetic,  chaotic,  Diana,  re-echo,  fewer, 
hyena,  cayenne,  duet,  fiat. 

Par.  51.  Iota,  Iowa,  radii,  olio,  Judea,  Lydia. 

Par.  55.  Idol,  oil,  endow,  avow,  bough,  sow. 

1.  I  know  how  you  came.  2.  They  have  already 
given  them  the  money.  3.  Who  saw  the  rogue?  4. 
Will  you  give  me  the  book?  5.  Teach  us  thy  way. 
6.  Four  or  five  deer  came  to  the  pool.  7.  Be  ready 
to  go  if  duty  should  ask  you.  8.  Was  the  boy  tardy? 
9.  Who  saw  the  thief  take  the  money?  10.  Have 
you  already  given  your  dollar  to  the  boy?  11.  The 
dog  was  no  common  cur  so  it  was  a  pity  to  see  him 
die.  12.  Do  you  wish  to  see  the  cape  which  I  think 
I  shall  buy? 


COMPLETE  SHORTHAND  COURSE  43 

TEST  QUESTIONS 

1.  Give  a  list  of  sixteen  words  which  contain  the 
sixteen  vowel  sounds.  Give  them  in  this  order  :  the 
heavy  dots,  first,  second,  and  third  ;  the  heavy  dashes, 
first,  second,  and  third ;  the  light  dots ;  the  light 
dashes  ;  the  diphthongs. 

2.  What  is  third  position  for  (a)  a  descending  con- 
sonant ;  (b)  an  ascending  consonant ;  (c)  a  horizontal 
consonant? 

3.  If  an  outline  contains  three  or  more  consonant 
strokes,  in  what  position  should  it  be  written? 

4.  When  a  third  place  vowel  occurs  between  two 
consonants,  where  should  it  be  written? 

6.  When  two  vowels  coming  together  in  a  word 
are  preceded  and  followed  by  a  consonant,  how  should 
the  vowels  be  written  with  reference  to  the  con- 
sonants ? 

6.  When  two  vowels  coming  together  in  a  word 
are  followed  by  the  only  consonant  in  the  outline,  how 
should  they  be  written  ? 

7.  When  two  vowels  coming  together  in  a  word 
are  preceded  by  the  only  consonant  in  the  outline,  how 
should  they  be  written? 

8.  Explain  what  is  meant  by  the  statement  that 
the  character  for  the  diphthong  i  is  distinctive  while 
that  for  the  diphthong  oi  is  not. 

9.  In  what  two  respects  do  the  diphthongs  differ 
from  the  dash  vowels? 

10.  Name  the  tick  word  signs  that  are  written  up. 

11.  How  often  have  you  read  page  39? 

12.  How  often  have  you  read  page  41? 


44  COMPLETE  SHORTHAND  COURSE 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  39,  numbering 
the  lines  to  correspond  with  the  numbers  upon  that 
page ; 

.(c)  A  similar  transcript  of  page  41 ; 

(d)  Not  less  than  ten  copies,  in  shorthand,  of  Writ- 
ing Exercise  V ; 

(e)  Two  shorthand  copies  of  Writing  Exercise  IV ; 

(f)  A  statement  of  the  principle  in  this  lesson 
which  has  caused  you  the  greatest  amount  of  trouble. 
State  this  principle,  in  your  own  words,  as  you  now 
understand  it. 


FIFTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  THIRD 
NUMBER 

1.  There  are  ten  straight  consonants,  including 
huh.  There  are  sixteen  curved  consonants,  counting 
lull  and  el  as  one. 

2.  Ruli  and  ar,  lull  and  el  are  two  pairs  of  con- 
sonants which  represent  the  same  sounds. 

3.  Ruli,  lull,  and  huh  are  written  upward. 

4.  There  are  three  different  vowel  places  :  first, 
second,  and  third. 

5.  A  first  place  vowel  when  placed  to  the  con- 
sonant lull  must  be  at  the  beginning  of  the  stroke — on 
the  line.  A  third  place  vowel  when  placed  to  the 
consonant  ruli  will  be  at  the  end  of  the  stroke — the 
length  of  one  consonant  above  the  line. 

6.  Outlines  are  written  in  three  different  positions, 
known  as  first,  second,  and  third  position.  We  speak 
of  vowels  occupying  first,  second,  and  third  place. 

7.  All  outlines  of  but  one  or  of  but  two  strokes 
must  be  written  in  position.  All  word  signs  do  not 
conform  to  this  principle. 

8.  When  mill  is  written  in  position  the  m  is  half 
the  length  of  the  consonant  tuh  above  the  line  ;  in 
meek  the  m  is  the  length  of  the  consonant  tuh  above 
the  line  ;  in  mob  the  m  is  one  and  one-half  times  the 
length  of  the  consonant  tuh  above  the  line. 

9.  Outlines  containing  more  than  two  consonant 
strokes  are  written  in  second  position. 

45 


46         COMPLETE  SHORTHAND  COURSE 

A  Transcript  of  the  Shorthand  on  Page  27 

(Line  2)  lay,  low,  air,  oar  or  o'er,  err,  yea,  way, 
hay,  ho,  oho ;  (line  3)  ledge,  lake,  luck,  lug,  love, 
loaf,  loam;  (line  4)  loath,  loathe,  lump,  lull,  roam, 
earl,  yoke  or  yolk,  yellow ;  (line  5)  yellower,  wake, 
woke,  head,  hedge,  hub,  hung,  hush  ;  (line  6)  tongue, 
dump,  temple,  rumble  or  rumple,  jump,  pump,  bump  ; 
(line  7)  chum,  fair  or  fare,  chair,  layer,  share,  pair 
or  pare,  unhung ;  (line  8)  will,  your,  way,  young, 
improve-d-ment ;  (line  9)  They  will  take  up  the  young 
hedge.  Your  way  (line  10)  may  be  the  improved 
way.  They  say  no  knave  (line  11)  shall  go  unhung. 
Take  the  oar  and  row  him  (line  12)  o'er  the  lake. 
Show  him  the  chair  which  they  have  (line  13)  for 
him.  They  think  the  improvement  will  do.  (Line 
14)  It  will  be  an  advantage  for  us  and  for  him. 


A  Transcript  of  the  Shorthand  on  Page  29 

(Line  1)  eat,  if,  awed,  odd  ;  (line  2)  tea  or  tee,  each, 
g,  fee,  eve,  thee,  see,  ease,  she,  lea ;  (line  3)  key,  eke," 
knee,  ear,  itch,  if,  ever,  ill,  imp,  paw,  taw  ;  (line  4)  daw, 
jaw,  caw,  gnaw,  thaw,  saw,  awes,  pshaw,  law,  haw ; 
(line  5)  botch,  top,  pod,  dodge,  dot,  Tod,  pop,  bob, 
beat  or  beet,  bit ;  (line  6)  time,  dollar,  each,  common, 
give-n,  if,  wish,  me  or  my,  in  or  any,  thing.  (Line  7) 
Tom  may  take  the  dog  which  Bob  bought.  (Line  8) 
Will  they  give  me  the  dollar?  No,  they  will  give 
(line  9)  him  the  dollar.  Have  they  ever  given  Bob 
anything?  (Line  10)  Otto  will  take  the  dog  if  they 
will  give  him  up.     (Line  11)  Jennie  and  Jessie  are 


COMPLETE  SHORTHAND  COURSE  47 

both  iii  the  buggy.     Dick  (line  12)  dug  a  big  ditch. 
Give  me  the  top,  Tom.     (Line  13)  Be  ever  ready,  for 
your  time  may  come  any  day.     (Line   14)  May  each 
day  show  an  improvement  in  your  zeal. 
Writing  Exercise  IV 

l  r    \  u  z  v  r\  rv  j~ 
A..V.z;..x.^.L...__L.^..9_£i_i._.:... 

JL~^.__.x.._xo (. \^ 5^. ~Z_x. 

II.--__jl__-S=5s..X S- -V L_^s-_X I2.._./^T.__. 


48 


COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  II 


g — ;-*- 


Writing  Exercise  III 


*x_« .(•-..J. 


J.J_i^_JL_ 

:...^<i x 


5- 


/    T     \       <■       J      I-      K 6 .(•. ._(„...„..... 


COMPLETE  SHORTHAND  COURSE  49 


UL-LU-Jl-> 


AS.-~S>~^ "l K- /— — E x....x6._^- 


It  is  easier  to  learn  to  read  shorthand  than  to  write 
it.  The  pupil  should  therefore  pay  very  careful  atten- 
tion to  the  writing  exercises.  Make  the  consonants 
of  uniform  length.  Make  the  light  lines  very  light 
and  shade  the  heavy  ones  in  such  a  way  that  there  can 
be  no  doubt  as  to  whether  they  are  light  or  heavy. 
See  that  the  first  descending  or  ascending  stroke  occu- 
pies the  correct  position.  To  write  a  word  containing 
two  descending  consonants  so  that  the  second  one  rests 
upon  the  line  shows  inattention  to  the  statement  of 
principles.  Do  not  fail  to  observe  that  dash  vowels 
must  be  written  at  right  angles  to  their  consonant 
strokes. 


ADVANCE  WORK   OF  FIFTH  NUMBER 

WHEN    TO    USE    EL 

59.  The  downward  stroke  el,  which  represents  the 
same  sound  as  luh,  being  the  same  character  writ- 
ten downward,  is  used  at  the  beginning  of  an  out- 
line when  it  is  preceded  by  an  initial  vowel  and  also 
immediately  followed  by  kuh,  guh,  m,  n,  or  emp  ;  in 
other  cases  luh  is  used  at  the  beginning  of  an  outline. 
Lines  1  to  3. 

60.  The  downward  stroke  el  is  used  at  the  end  of 
an  outline  when  it  follows  full,  vuh,  or  n  ;  if  there  is 
also  a  final  vowel  following  the  sound  of  el  after  full 
or  vuh,  then  luh  must  be  used.  In  other  cases  use 
luh  at  the  end  of  an  outline.     Lines  4  to  6. 

61.  Use  el  before  ung.     Line  7. 

62.  If  the  stroke  representing  the  sound  of  I  is  the 
only  stroke  in  an  outline,  luh  must  be  used.     Line  8. 

(a)  While  this  rule  is  arbitrary  it  is  necessary  so 
that  it  may  be  known  whether  a  vowel  written  to  the 
stroke  is  in  first  or  third  place. 

63.  Use  either  luh  or  el  in  the  middle  of  an  out- 
line according  to  convenience  in  writing  and  legibility 
of  the  resulting  outline.     Line  9. 

64.  The  legibility  of  outlines  for  reading  and  con- 
venience in  writing  are  two  very  important  factors  to 
be  considered  in  making  a  selection  from  outlines 
which  may  be  written  in  two  or  more  ways. 

65.  Legibility  is  of  first  importance.     It  depends 

50 


COMPLETE  SHORTHAND  COURSE 


51 


^r  ^r  ^r  ^r 


C 


V 


Q-£XJL^£L-£. F. &. 


9 ^.  vx.:..:r  .:v^.  o_..:v^...v 

...!....,. Elx £A_^.i, ^n_ 

L..\-:-^--^--  A' « -3- i 


4 


^-- 


52  COMPLETE  SHORTHAND  COURSE 

largely  upon  the  angle  that  is  formed  by  two  strokes ; 
thus,  el-tuh  is  considered  a  poor  outline  while  luh-tuh 
is  better  because  it  is  more  distinct.  El-ung  is  more 
easily  written  than  luh-ung  and  is  therefore  more 
convenient. 

WHEN    TO    USE    RUH   AND    AR 

66.  General  Rules.  Use  ruh  at  the  beginning  of 
an  outline  ;  use  ar  at  the  end.     Lines  1  and  2. 

67.  Particular  Rules'.  Use  ar  at  the  beginning 
when  it  immediately  follows  an  initial  vowel,  unless, 
it,  in  turn,  is  followed  by  a  descending  stroke  other 
than  ar  or  shuh.  Lines  3  and  4.  Use  ruh  at  the  end 
when  it  is  immediately  followed  by  a  final  vowel. 
Line  5. 

68.  Special  Cases.  Use  ar  before  m  or  emp  and 
after  ar.  Line  6.  Use  ruh  after  m,  emp,  huh,  or 
ruh.     Line  7. 

Note.  Observe  the  weight  of  the  foregoing  rules. 
The  general  rules  apply  in  all  cases  not  covered  by  the 
particular  rules  and  special  cases  ;  the  particular  rules 
apply  unless  the  outline  in  question  comes  within  the 
special  cases.  The  special  cases  may  violate  the 
principles  of  the  general  and  particular  rules,  and 
instances  under  the  particular  rules  may  not  conform 
to  the  principles  of  the  general  rules. 

69.  In  the  middle  of  outlines  use  the  stroke  which 
gives  the  more  legible  outline  and  which  is  more  con- 
veniently written.  The  use  of  ruh  satisfies  these 
requirements  more  frequently  than  the  use  of  ar. 
Line  8. 

Earache,  the  second  word  in  line  3  on  the 
opposite  page,  is  an  apparent  exception  to  the  rule 


COMPLETE  SHORTHAND   COURSE 


53 


s\ 


.M 


*$- 


54  COMPLETE  SHORTHAND  COURSE 

which  requires  second  place,  long  vowels,  when  occur- 
ring between  two  consonants,  to  be  written  after  the 
first  consonant  (paragraph  31,  page  17) .  Compound 
words  or  words  composed  of  syllables  which  are  them- 
selves words  are  usually  represented  in  shorthand  by 
writing  each  syllable  as  it  would  be  written  if  it  stood 
alone.     (Compare  par.  58,  page  42.) 

Shorthand  is  essentially  a  language  study  and,  as 
in  the  statement  of  the  principles  of  our  own  and  of 
foreign  languages,  it  is  impossible  to  formulate  hard 
and  steadfast  rules  which  are  of  universal  application. 
In  fact  we  can  readily  find  some  positive  inconsist- 
encies in  a  no  less  eminent  authority  than  Webster's 
International  Dictionary,  which  writes  schoolmaster  as 
a  simple  word  and  makes  a  compound  word  of  school- 
teacher. 

A    SUMMARY    OF    THE    VOWEL   SOUNDS 

The  sixteen  vowel  sounds  and  their  signs  consti- 
tute the  vowel  scale.  This  can  not  be  learned  too 
thoroughly.  The  sounds  e,  a,  ah;  aw,  o,  oo;  I,  g,  a; 
6,  u,  oo ;  I,  oi,  ow,  u,  should  be  repeated  until  per- 
fect familiarity  is  achieved.  When  the  vowel  scale 
can  be  repeated  within  six  seconds,  actual  time  by  a 
watch,  uttering  each  sound  distinctly,  it  may  be  con- 
sidered learned.  Write  the  dots  and  dashes,  making 
them  both  light  and  heavy,  placing  them  in  the  three 
different  places,  and  also  the  diphthongs,  to  the  con- 
sonants, tub,  kuh,  and  ruh,  until  the  name  of  any 
vowel  character  can  be  called  instantly  when  it  is 
seen.  In  doing  this  practice  work  write  the  signs 
promiscuously,  avoiding  any  regular  sequence,  such 
as  occurs  in  reciting  the  vowel  scale  given  above. 


COMPLETE  SHORTHAND  COURSE 


55 


The  vowel  sounds,  their  signs,  how  to  read  and 
how  to  write  them,  have  now  been  discussed  for  the 
last  time.  No  one  can  afford  to  go  further  until  he 
is  absolutely  certain  that  he  can  both  read  and  write 
them  promptly.  A  practical  test  as  to  whether  they 
are  thoroughly  known  may  be  had  by  placing  the  fol- 
lowing table  in  the  hands  of  some  one  and  requesting 
him  to  read  promiscuously  the  words  in  the  first  col- 
umn to  see  if  you  can  respond  promptly  with  the 
vowel  sounds,  and  also  by  naming  the  sounds  to  see  if 
you  can  tell  promptly  how  eacli  is  represented  : 


Heavy  dot,  first, 

e 

heavy  dash,  first,     ' 

aw 

"         "    second, 

a 

"          "       second, 

0 

"    third, 

ah 

"       third, 

00 

light        "     first, 

1 

light        "       first, 

o 

"            "     second, 

S 

"           "       second, 

u 

"     third, 

a 

"       third, 

00 

inverted  caret,  first, 

i 

caret,  first, 

oi 

caret,  third, 

ow 

upper  h  alf  circle ,  third 

u 

Writing  Exercise  VI 

Par.  59.    Illinois,  alumni,  alack,  elm,  Olney. 

Par.  60.  Foil,  vile,  Nile,  fail,  vale,  nail,  foul, 
avowal,  delay,  assail,  belie,  tally,  tall,  tallow. 

Par.  61.    Along,  length,  kneeling. 

Par.  62.  Law,  lea,  lie,  Ely,  ale,  low,  Ella,  lieu, 
ally,  alley,  allow,  owl. 

Par.  63.  Asleep,  calico,  tallyho,  foliage,  mulatto, 
melody,  tulip,  lilac. 

Par.  66.  Rabbi,  rack,  rang,  review,  rebuke,  red, 
refuge,  roe,  rode,  rock,  wreathe,  attire,  pour,  char, 
miller. 


56  COMPLETE  SHORTHAND  COURSE 

Par.  67.  Oar,  arcade,  Arctic,  ergo,  oral,  dairy, 
bury,  tarry,  marry,  chary. 

Par.  68.  Remarry,  ramble,  ramify,  ramp,  remedy, 
rim,  ream,  mayor,  Murray,  Moor,  hurrah,  rare. 

Writing  Exercise  VII 
1.  Allow  no  rogue  to  allure  you  to  do  wrong.  2. 
Many  admire  the  tulip  and  the  lilac.  3.  Do  you 
know  the  length  of  the  Nile?  4.  The  foliage  of  the 
tall  elm  will  add  to  the  beauty  of  the  valley.  5.  The 
rabbi  will  live  in  Illinois.  6.  The  arcade  rang  to 
the  melody  of  the  mulatto.  7.  They  may  all  take  a 
ride  on  the  tallyho.  8.  They  see  no  folly  in  carrying 
ice  to  the  Arctic  sea.  9.  Go  to  the  dairy  if  you  wish 
to  buy  rich  milk.  10.  The  poor  Moor  will  ask  to  go 
back  to  Morocco.  11.  Ely  Olney  became  the  mayor 
of  Allegheny. 

Restrictions  upon  Practice  Work 

Do  not  attempt  to  write  in  shorthand  any  words 
which  have  not  appeared  in  either  the  engraved  pages 
of  shorthand  or  in  the  writing  exercises.  The  words 
which  appear  in  the  reading  and  writing  exercises  are 
selected  with  great  care,  or,  rather,  great  care  is 
observed  in  keeping  out  words  which  would  be 
written  differently  after  the  introduction  of  new  prin- 
ciples. The  beginner  can  see  no  reason  for  not  writ- 
ing such  words  as  man,  city,  state,  etc. ,  inasmuch  as 
all  the  sounds  heard  in  each  of  these  words  have  been 
given  and  used.  It  should  be  sufficient  to  say  that 
these  and  many  other  words  involve  principles  with 
which  the  pupil  is  not  yet  familiar. 


COMPLETE  SHORTHAND  COURSE  5? 


TEST  QUESTIONS 

1.  State  the  difference  in  the  consonant  outlines 
for  like  and  alike. 

2.  State  the  principle  which  immediately  applies 
to  the  above  words. 

3.  State  the  difference  in  the  consonant  outlines 
for  vale  and  valley. 

4.  State  the  principle  which  immediately  applies 
to  these  two  words. 

5.  Should  tale  be  written  with  an  el  or  a  luh? 
Why? 

6.  If  the  sound  of  I  is  both  preceded  and  followed 
by  a  vowel  and  there  is  no  other  stroke,  should  the 
upward  or  downward  character  be  used? 

7.  If  the  sound  of  I  follows  two  downward  strokes, 
in  your  opinion  which  character  should  be  used? 
Why? 

8.  State  the  similarity  of  the  rules  for  the  use  of 
iuh  or  el  and  for  ruh  or  ar. 

9.  If  the  sound  of  r  is  preceded  by  an  initial  vowel 
and  also  followed  by  a  downward  stroke,  should  ruh 
or  ar  be  used?     (Make  your  answer  complete.) 

10.  Why,  in  your  opinion,  should  ar  be  used 
before  m  or  emp? 

11.  Suggest  a  reason  for  the  statement  contained 
in  paragraph  69  that  ruh,  in  the  middle  of  an  outline, 
is  more  frequently  employed  than  ar. 

12.  In  the  word  Elihu  must  lull  or  el  be  used?  Why? 

13.  How  often  have  you  read  page  51? 

14.  How  often  have  you  read  page  53? 

15.  How  many  times  have  you  written  Exercise  VI? 


58  COMPLETE  SHORTHAND  COURSE 

16.    How  many  times  have  you  written  Exercise 
VII? 

MAIL    TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  51,  numbering 
the  lines  as  usual ; 

(c)  A  longhand  transcript  of  page  63,  numbering 
the  lines  as  usual ; 

(d)  Not    less   than   ten   copies,   in  shorthand,   of 
Writing  Exercise  VI ; 

(e)  Not   less   than   ten   copies,    in   shorthand,    of 
Writing  Exercise  VII ; 

(f )  Two  copies  of  Writing  Exercise  V  ; 

(g)  Any  questions  you  may  wish  to  ask. 


SIXTH  NUMBER 

ANSWERS  TO    TEST    QUESTIONS    IN    FOURTH 
NUMBER 

1.  The  vowel  sounds  in  this  order  :  first,  heavy 
dots  ;  second,  heavy  dashes  ;  third,  light  dots  ;  fourth, 
light  dashes ;  and  fifth,  diphthongs,  are  heard  in  the 
following  words  :  Eve,  ate,  farm  ;  all,  foam,  pool ; 
inn,  debt,  ham  ;  tot,  cup,  foot ;  pine,  coil,  cow,  tube. 

2.  Third  position  for  (a)  a  descending  stroke  is 
through  the  line,  one-half  being  above  and  the  other 
half  below ;  (b)  an  ascending  stroke  is  through  the 
line,  the  first  half  being  below  and  the  second  half 
above  ;  (c)  a  horizontal  stroke  is  entirely  below  the 
line. 

3.  If  an  outline  contains  three  or  more  consonant 
strokes  it  should  be  written  in  second  position,  which 
is  on  the  line. 

4.  When  a  third  place  vowel  occurs  between  two 
consonants  it  should  be  written  before  the  second  and 
not  after  the  first. 

5.  When  two  consecutive  vowels  occur  between 
two  consonants  write  the  first  vowel  after  the  first 
consonant  and  the  second  before  the  second  consonant. 

6.  When  two    consecutive  vowels  occur  before  a 

59 


60  COMPLETE  SHORTHAND  COURSE 

consonant   write    the   first  a  little   farther   from   the 
stroke  than  the  second. 

7.  When  two  consecutive  vowels  immediately  fol- 
low a  consonant,  and  are  not  themselves  followed  by 
another  consonant,  write  the  first  nearer  to  the  con- 
sonant stroke  than  the  second. 

8.  The  character  for  the  diphthong  i  is  distinctive, 
because  no  other  sound  is  represented  by  the  same 
character ;  the  diphthong  oi  depends  upon  place  as 
well  as  upon  form,  because  the  diphthong  ow  is  rep- 
resented by  the  same  character  written  in  a  different 
place. 

9.  The  dash  vowels  vary  the  direction  in  which 
they  are  written  according  as  they  are  placed  by  ver- 
tical, slanting,  or  horizontal  strokes.  Diphthongs  can 
not  change  the  direction  of  writing  in  such  a  manner. 
Dash  vowels  can  never  be  joined  to  the  consonants 
with  which  they  are  read,  while  the  diphthongs  may 
and  should  be  joined  in  a  great  many  instances. 

10.  The  characters  which  represent  on  and  should 
must  be  written  upward. 

A  Transcript  of  the  Shorthand  on  Page  39 

(Line  1)  arm,  ooze,  add,  took,  bah,  boom,  tack, 
look ;  (line  2)  palm,  balm,  par,  bar,  tar,  far,  laugh, 
army;  (line  3)  tomb,  doom,  move,  coop,  shoe,  booth, 
boot,  food,  loop;  (line  4)  ash,  lap,  latch,  lack,  dam, 
tag,  back,  tap,  patch,  sham;  (line  5)  book,  goody, 
hood,  shook,  cook,  cuckoo,  nook  ;  (line  6)  ream,  roam, 
room,  rim,  rum,  ram,  bought,  bet,  bat ;  (line  7) 
theory,  Deity,  peony,  Iliad,  gnawing,  Joanna,  chaos, 


COMPLETE  SHORTHAND  COURSE  61 

gayety ;  (line  8)  Joab,  odium,  lower,  layer,  poet, 
poem,  neighing,  ruin ;  (line  9)  owing,  Leo,  boa, 
payee,  Genoa,  ^showy,  Noah,  shadowy,  cameo  ;  (line 
10)  Patch  the  shoe,  Bob.  Fanny,  give  me  the  taffy. 
(Line  11)  Look  in  the  book  for  the  copy.  Take  the 
(line  12)  bat,  Tom,  for  the  ball  game.  Do  they  think 
they  (line  13)  know  the  poet?  Mary  will  pay  for  the 
shoe.  (Line  14)  Give  him  a  book,  a  shady  nook,  and 
leave  him. 

A  Transcript  of  the  Shorthand  on  Page  41 

(Line  1)  ice,  oil,  owl,  use,  tie,  boy,  bow,  due ;  (line 
2)  shy,  lie,  sigh,  thy,  pie,  pike,  dike,  like  ;  (line  3) 
tidy,  five,  fire,  mighty,  mica,  pipe,  type,  chime ;  (line 
4)  eyes,  icy,  ivy,  item,  Ida,  Isaac,  oil,  oiler;  (line  5) 
bough  or  bow,  dow,  vow,  thou,  pew,  due,  chew,  few, 
view ;  (line  6)  sue,  nigh,  guy,  rye,  lie,  high,  Ely, 
belie  ;  (line  7)  of,  all,  to,  too  or  two,  or,  already,  but, 
before,  owe ;  (line  8)  he,  ought,  who,  I  or  eye,  how, 
you,  on,  should  ;  (line  9)  All  of  us  will  go.  Who  took 
the  jug,  Tom?  (Line  10)  Give  the  item  to  Isaac.  He 
or  I  should  write  it.  (Line  11)  Do  you  owe  him  the 
money?  No,  he  was  paid.  (Line  12)  How  do  you 
tie  the  rope?  But  few  know  the  right  way.  (Line 
13)  Show  the  boy  how  he  ought  to  write  in  the  book. 
(Line  14)  Will  they  allow  us  to  go  into  the  temple  ? 

CAUTION.  For  shorthand  to  be  perfectly  legible, 
each  separate  stroke  must  be  so  written  that  there  can 
be  no  doubt  as  to  whether  it  is  intended  to  be  straight 
or  curved.  Straight  strokes  must  be  perfectly 
straight ;  curved  strokes,  while  not  half  circles, 
should  curve  uniformly  from  beginning  to  end. 


62 


COMPLETE  SHORTHAND  COURSE 


Writing  Exercise  V 
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COMPLETE  SHORTHAND  COURSE  63 

Writing  Exercise  IV 

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Restatement  of  a  Difficult  Principle.  A  first 
place,  accented  vowel  requires  first  position  ;  a  third 
place,  accented  vowel  requires  third  position. 


ADVANCE  WORK  OF  SIXTH  NUMBER 

THE    CIRCLE 

70.  A  small  circle  may  be  attached  to  the  begin- 
ning of  any  stroke  to  represent  the  same  sound  as  the 
stroke  suh.     It  is  called  iss,  or  circle  iss. 

71.  The  circle  is  written  on  the  right  hand  side  of 
descending,  straight  strokes,  and  on  the  upper  side  of 
horizontal  and  ascending,  straight  strokes.  See  line 
1,  page  65.  (The  outlines  in  lines  1,  2  and  3  have  no 
vowels  and  therefore  are  not  to  be  read  as  words. ) 

72.  When  the  circle  is  written  on  a  curved  stroke 
it  must  follow  the  direction  of  the  curve.  This  will 
place  it  on  the  inside  of  the  curve.     See  lines  2  and  3. 

73.  When  written  at  the  beginning  of  a  stroke  the 
circle  must  be  read  first. 

74.  In  outlines  in  which  the  circle  is  used,  vowels 
must  be  read  with  reference  to  the  stroke.  If  a  vowel 
is  before  the  stroke,  read  it  after  the  circle  and  before 
the  stroke  ;  if  the  vowel  is  after  the  stroke,  read  it 
after  both  circle  and  stroke.     See  lines  4  to  6. 

75.  If  a  word  begins  with  a  vowel  which  is  imme- 
diately followed  by  the  sound  suh,  the  stroke  for  suh 
must  be  used.  See  line  7.  In  nearly  all  other  cases 
the  circle  is  used. 

Third  position  word  signs,  line  8  :  Hope,  party  ; 
to  be  ;  at,  out ;  had,  advertise-d-ment ;  much  ;  large  ; 
few,  half  ;  however  ;  thank,  thousand  ;  though  ;  issue  ; 
whole,  allow ;  our,  hour. 

64 


COMPLETE  SHORTHAND  COURSE 


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66  COMPLETE  SHORTHAND  COURSE 

76.  The  circle  is  also  used  at  the  end  of  strokes  to 
represent  the  sound  of  either  suh  or  zuh.  Lines  1 
and  2,  page  67. 

77.  When  written  •  at  the  end  the  circle  must  be 
placed  on  the  same  side  of  strokes  as  when  written  at 
the  beginning.  This  side  will  henceforth  be  known 
as  the  circle  side. 

78.  "When  the  circle  is  at  the  end  of  the  stroke  it 
must  be  read  last.  If  a  word  contains  s  as  its  last 
consonant  and  has  a  final  vowel,  the  strokes  suh  or 
zuh  must  be  used.     Line  3. 

79.  The  circle  may  also  be  used  in  the  middle  of 
outlines.     Line  4. 

80.  When  the  circle  occurs  between  two  straight 
strokes  which  form  an  angle  it  must  be  written  on 
the  outside  of  the  angle.     Line  5. 

81.  Between  a  straight  stroke  and  a  curve,  the  cir- 
cle is  written  on  the  inside  of  the  curve.     Line  6. 

82.  Between  two  curved  strokes  the  circle  is  usu- 
ally written  on  the  inside  of  the  first  curve,  although 
it  may  be  placed  on  the  inside  of  the  second  if  a  more 
convenient  outline  is  thus  obtained.     Line  7. 

Circle  word  signs,  line  8  :  Is  or  his,  as  or  has, 
speak,  subject,  its,  satisfy  or  satisfied,  said,  such,  be- 
cause, signify,  several ;  line  9,  these,  this,  those  or  thus, 
seem  or  similar,  some,  seen,  sun,  yours,  wise,  house. 

83.  The  circle  is  regularly  added  to  word  signs  to 
form  the  plural  of  nouns,  and  to  obtain  the  third  per- 
son, singular  number,  present,  indicative  of  verbs. 
Thus,  the  plural  of  time,  dollar,  thank  or  thousand, 
etc. ,  and  the  third  person  forms  of  the  verbs  hope,  give, 
wish,  etc.,  are  formed  by  the  addition  of  the  iss  circle. 


COMPLETE  SHORTHAND  COURSE  67 

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68  COMPLETE  SHORTHAND  COURSE 

APPENDAGES 

The  circle  iss  is  the  first  of  a  series  of  brief  signs, 
circles,  loops  and  hooks,  called  appendages,  by  the 
use  of  which  long  and  unwieldy  outlines  may  be 
very  materially  shortened  and  improved.  It  is  much 
easier  to  write  and  as  easy  to  read  the  circle  as  the 
strokes  suh  and  zuh  ;  therefore  these  strokes  are  not 
used  unless  for  a  special  purpose.  Thus,  in  reading, 
when  the  stroke  suh  occurs  at  the  beginning  of  an 
outline  in  which  there  are  other  consonant  strokes,  it 
is  known  that  a  vowel  preceded  such  stroke.  If  either 
the  stroke  suh  or  zuh  is  found  at  the  end  of  an  out- 
line it  is  known  that  the  word  contains  a  final  vowel. 

Writing  Exercise  VIII 

1.  Paris  is  several  miles  south  of  the  city  of  Cin- 
cinnati. 2.  Oh  for  a  thousand  tongues  to  sing  !  3. 
She  wishes  to  buy  six  pairs  of  vici  kid  shoes.  4.  He 
thinks  they  may  see  signs  of  gas  or  oil  in  this  vicinity. 
5.  The  miser  saves  for  the  mere  sake  of  saving.  6. 
"Think  before  you  speak,"  and  "Look  before  you 
leap,"  are  maxims  for  the  hasty.  7.  His  sanity 
became  the  issue  before  the  jury.  8.  These  and 
similar  subjects  seem  to  arouse  the  sympathy  of 
thousands.  9.  The  outcome  of  the  case  satisfied  the 
judge,  but  will  it  satisfy  those  who  will  lose  the  suit? 
10.  Several  boys  live  in  this  house.  11.  They  will 
allow  no  new  advertisement  in  this  issue  of  the  Sun. 

12.  I   hope  to  be    at  your   house    in    half   nn  hour. 

13.  Because  of  his  sickness  he  will  stay  at  your  house. 

14.  Who  said  "  Money  makes  the  mare  go  "? 


TEST  QUESTIONS 

1.  Is  the  direction  in  which  the  circle  is  written 
on  straight  strokes  the  same  as  that  in  which  the 
hands  of  a  clock  go? 

2.  On  what  curved  strokes  is  the  circle  written  in 
the  direction  in  which  clock  hands  move? 

3.  May  a  vowel  precede  the  circle  at  the  beginning 
of  an  outline? 

4.  May  a  vowel  follow  the  circle  at  the  end  of  an 
outline? 

5.  Does  the  circle  represent  the  same  sound  at  the 
beginning  of  an  outline  as  it  does  at  the  end? 

6.  When  the  circle  occurs  between  two  straight 
consonants  which  are  written  in  the  same  direction, 
on  which  side  should  it  be  written  ? 

7.  When  the  circle  occurs  between  two  straight 
consonants  which  form  an  angle,  on  which  side  should 
it  be  written? 

8.  In  what  way  or  ways  is  it  possible  to  indicate  a 
vowel  in  certain  outlines  without  actually  writing  the 
vowel? 

9.  What  is  an  appendage? 

10.  What  is  the  purpose  of  appendages? 

11.  How  often  have  you  read  page  65? 

12.  How  often  have  you  read  page  67? 

MAIL    TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  65,  number- 
ing the  lines  as  usual ; 

69 


70  COMPLETE  SHORTHAND  COURSE 

(c)  A  longhand  transcript  of  page  67,  numbering 
the  lines  as  usual ; 

(d)  Not  less   than   ten   copies,   in   shorthand,  of 
Writing  Exercise  VIII ; 

(e)  Two  copies  of  Writing  Exercise  VI ; 

(f)  Two  copies  of  Writing  Exercise  VII ; 

(g)  Any  questions  you  may  wish  to  ask. 


SEVENTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  FIFTH 
NUMBER 

1.  Like  is  written  luh-kuh,  in  first  position,  and 
alike  is  written  el-kuh. 

2.  Luh  is  regularly  used  at  the  beginning  of  out- 
lines, but  if  there  is  an  initial  vowel  and  the  second 
consonant  is  a  horizontal  stroke,  el  must  be  used. 

3.  Vale  is  vuh-el,  second,  and  valley  vuh-luh,  third. 

4.  Use  el  at  the  end  of  an  outline  after  full,  vuh, 
and  en.  Use  luh  at  the  end  of  an  outline  after  full  or 
vuh  if  it  is  followed  by  a  final  vowel. 

5.  Write  tale  with  the  consonant  luh.  Always 
use  luh  unless  some  rule  requires  the  use  of  el ;  in  the 
word  tale  there  is  no  rule  which  calls  for  downward  el. 

6.  The  upward  stroke  luh  must  be  used  when 
there  is  but  one  stroke  in  the  outline. 

7.  The  sound  of  I  coming  after  two  downward 
strokes  should  be  represented  by  luh  so  that  the  hand, 
in  writing,  may  not  be  carried  so  far  below  the  line. 

8.  An  initial  vowel  coming  before  the  sound  of  r 
requires  the  use  of  ar  at  the  beginning  of  the  outline, 
and  likewise,  in  some  instances,  el  is  used  after  an 
initial  vowel.  Ar  is  regularly  used  at  the  end  of  an 
outline,  unless  it  is  followed  by  a  final  vowel,  when 
ruh  should  be  used,  and  likewise,  in  some  instances, 
a  final  vowel  calls  for  the  use  of  luh  when  el  would 
otherwise  be  used. 

9.  If  the  sound  of  r  is  preceded  by  an  initial  vowel 
and  also  followed  by  a  downward  stroke,  other  than 
ar  or  shuh,  the  upward  stroke,  ruh,  should  be  used. 

71 


72  COMPLETE  SHORTHAND  COURSE 

10.  The  use  of  ar  before  em  or  emp  is  required  be- 
cause the  resulting  outline  is  more  distinct  than  it 
would  be  if  ruh  were  used,  and  for  the  additional 
reason  that  ar-em  is  easier  written  than  ruh-em. 

11.  When  r  comes  in  the  middle  of  an  outline  it  is 
more  frequently  represented  by  ruh  than  by  ar  for  the 
reason  that  most  consonants  are  written  downward 
and  an  upward  consonant  between  two  downward 
consonants  keeps  the  pen  near  the  line  of  writing. 
This  principle  is  often  spoken  of  as  the  balance  of 
motion.  It  is  obvious  that  outlines  going  either  far 
above  or  far  below  the  line  should  be  avoided. 

12.  In  the  word  Elihn  lull  must  be  used  for  the 
reason  that  it  is  impossible  to  write  the  stroke  huh 
after  the  stroke  el. 

A  Transcript  of  the  Shorthand  on  Page  51 

(Line  1)  alike,  along,  elk,  elm,  Allegheny,  al- 
imony, alum,  Alma,  (line  2)  olive,  elf,  elbow,  elegy, 
allege,  alto,  alibi,  aloof,  (line  3)  like,  leak,  lock,  luck, 
lug,  loam,  lump,  lamp,  (line  4)  feel,  vile,  kneel,  fail, 
vale,  nail,  fool,  vowel,  (line  5)  folly,  volley,  filly, 
villa,  fellow,  folio,  fallow,  valley,  (line  6)  boil,  toil, 
keel,  jail,  gale,  mail  or  male,  bowl,  pool,  (line  7)  long, 
link,  length,  lung,  kneeling,  oblong,  veiling,  oolong, 
(line  8)  lea,  lie,  eel,  oil,  lay,  low,  lieu,  allow,  (line  9) 
mileage,  ability,  monologue,  bailiff,  athletic,  apology, 
availing.  1.  They  who  toil  to  lay  up  money  for  a 
rainy  day  rarely  have  to  ask  for  aid.  2.  The  way  to 
folly  may  also  be  the  road  to  jail.  3.  They  who  link 
alimony  to  love  will  live  but  poorly.  4.  They  saw  a 
lake  of  oil  in  the  valley  of  the  Allegheny. 


COMPLETE  SHORTHAND  COURSE  73 

A  Transcript  of  the  Shorthand  on  Page  53 
(Line  1)  ripe,  rob,  reck,  rich,  rake,  rosy,  rag, 
rash,  (line  2)  peer,  fire,  door,  lower,  poor,  bower, 
tower,  lure,  (line  3)  irony,  earache,  early,  hourly,  arc 
or  ark,  argue,  error,  Irish,  (line  4)  orb,  urge,  earth, 
arid,  Europe,  arch,  archery,  Arab,  (line  5)  fiery,  the- 
ory, opera,  fairy,  furrow,  carry,  fury,  jury,  (line  6) 
rhyme,  rim,  romp,  roam,  rum,  ram,  room,  arm,  (line 
7)  mire,  mirror,  morrow,  Mary,  empire,  emperor, 
hurry,  shamrock,  (line  8)  parody,  purity,  charity, 
forge,  farm,  birth,  alarm,  deride.  1.  It  was  a  gory 
victory,  the  fame  of  which  came  to  the  lad  in  the 
armory.  2.  The  rich  may  have  money  to  retire  on  but 
nothing  to  retire  to.  3.  Dare  to  do  right  and  fear  to 
do  wrong.  4.  The  meek  shall  inherit  the  earth.  5. 
Time  and  tide  will  wait  for  no  tardy  fellow.  6.  If 
thou  be  a  king,  show  us  thy  power.  7.  Take  time 
by  the  forelock. 

Writing  Exercise  VI 


74  COMPLETE  SHORTHAND  COURSE 


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COMPLETE  SHORTHAND  COURSE 


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ADVANCE  WORK  OF  SEVENTH  NUMBER 

THE    LARGE    CIRCLE 

84.  A  circle  twice  as  large  as  the  iss  circle  repre- 
sents ses,  sez,  zes,  or  zez,  and  is  written  on  the  circle 
side  of  all  consonants. 

85.  This  large  circle  is  usually  at  the  end  of  out- 
lines.    Lines  1  and  2. 

86.  The  large  circle  may  be  used  in  the  middle  of 
an  outline.     Line  3. 

87.  The  iss  circle  may  follow  the  large  one  by  con- 
tinuing it  within  the  large  circle.     Line  4. 

88.  The  vowel  sound  between  the  two  sounds  of  s  or 
2  is  usually  that  represented  by  the  second  place  light 
dot.  Other  vowels  may  .take  the  place  of  the  short  e 
and,  when  necessary,  may  be  indicated  by  writing 
such  other  vowel  sign  within  the  circle.     Line  5. 

POSITION    OF    OUTLINES    CONTAINING   APPENDAGES 

89.  An  outline  containing  appendages  and  one 
stroke  must  be  written  in  position  without  regargj.  to 
the  number  of  consonants  represented  in  the  append- 
age or  appendages. 

90.  An  outline  containing  two  consonant  strokes 
and  an  appendage  which  represents  a  single  sound 
will  be  written  in  position  usually. 

91.  If  more  than  three  consonant  sounds  are  repre- 
sented in  an  outline,  it  will  be  written  usually  in 
second  position.     See  exception  to  paragraph  43. 

Note. — These  rules  should  be  accepted  as  aids  to  position  writ- 
ing.     Exceptions  to  them  will  be  found  occasionally. 

76 


COMPLETE  SHORTHAND  COURSE 


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78  COMPLETE  SHORTHAND  COURSE 

THE    LOOPS 

92.  A  small  loop  maybe  attached  at  the  beginning 
or  end  of  any  stroke  to  represent  st.  This  loop  is 
called  stuh  at  the  beginning  and  est  at  the  end  of  a 
stroke.     Lines  1,  2  and  3. 

93.  The  loop  is  written  on  the  circle  side  of 
consonants. 

94.  The  est  loop  is  frequently  used  to  represent  zd. 
The  loop  may  be  shaded  on  luh,  ruh,  huh,  and  en  to 
represent  zd.     Line  4. 

95.  The  circle  iss  may  follow  the  est  loop  in  the 
same  way  that  it  follows  the  ses  circle.     Line  5. 

96.  The  loop  may  be  used  in  the  middle  of  outlines 
only  when  the  following  stroke  is  so  written  that  it 
will  not  cut  through  the  stroke  to  which  the  est  loop 
is  attached.     Line  6. 

97.  The  stuh  loop  cannot  be  used  following  an 
initial  vowel,  nor  the  est  loop  preceding  a  final  one. 

98.  A  large  final  loop  represents  str.  It  is  written 
on  the  circle  side.  It  must  always  be  greater  than 
half  the  length  of  the  stroke  to  which  it  is  attached  so 
that  it  may  nob  be  confused  with  the  small  loop. 
Line  7. 

Circle  and  loop  word  signs,  line  8 :  influence ; 
influences  ;  influenced  ;  United  States  ;  must  or  most ; 
almost ;  stenography  ;    next ;  largest ;  first. 

Writing  Exercise  IX 

1.  Is  it  enough  to  do  the  right  thing,  or  must  you 
also  do  it  at  the  right  time  and  in  the  right  way?  2. 
As  Caesar  was  ambitious  I  slew  him. — Shakespeare's 


COMPLETE  SHORTHAND  COURSE 


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80  COMPLETE  SHORTHAND  COURSE 

Julius  Caesar.  3.  The  host  sat  among  his  guests  to 
listen  to  the  stories  of  the  west.  4.  The  season  of 
roses  takes  away  many  of  the  sorrows  of  the  poor. 

5.  Though  Morris's  nieces  are  novices  they  have 
voices  of  rare  range.  6.  On  the  stage,  the  duelists 
usually  step  off  six  paces  before  they  fire.  7.  You 
may  store  the  boxes  and  bookcases  in  the  empty 
rooms  of  this  house.  8.  Will  the  state  of  Massachu- 
setts allow  such  abuses  to  exist  long?  9.  Stories  of 
fairies,  ghosts  and  uncanny  beasts  seem  sadly  mixed  in 
his  delirium.  10.  If  you  wish  to  become  an  aman- 
uensis you  must  first  study  stenography.  11.  If  the 
masts  are  lost  in  the  storm  the  sailor  loses  hope. 

Writing  Exercise  X 

1.  The  duke  and  duchess  of  Manchester  may  visit 
the  United  States  next  month.  2.  The  king's  jester 
had  as  much  influence  as  his  first  barrister.  3.  The 
guests  must  all  register.  4.  The  tourist  tossed  in  his 
berth  all  day.     5.  The  Mississippi  rises  in  Minnesota. 

6.  It  is  useless  to  talk  seriously  to  jesters.  7.  The 
pastor  sought  his  text  in  the  book  of  Genesis.  8. 
Many  vices  are  simply  the  excess  of  virtues;  justice 
may  easily  become  severity,  valor  may  become  rash- 
ness, and  too  much  exercise  is  waste.  9.  As  is  the 
master,  so  is  the  dog.  10.  Enough  will  satisfy,  a  feast 
will  do  less.  11.  Jesting  costs  money.  12.  They  do 
least  who  boast  most.  13.  Feast  to-day  makes  fast 
to-morrow.  14.  He  laughs  best  who  laughs  last. 
15.  It  is  the  raised  stick  makes  the  dog  obey.  16.  He 
must  stoop  who  hath  a  low  door. 


COMPLETE  SHORTHAND  COURSE  81 

TEST  QUESTIONS 

1.  Give  four  words  which  will  illustrate  the  differ- 
ent consonant  sounds  represented  by  the  large  circle. 

2.  On  which  side  of  the  kuh  should  the  ses  circle 
be  written  in  the  word  accessory? 

3.  How  many  consonants  are  expressed  in  an  out- 
line containing  two  strokes  and  a  ses  circle?  In  what 
position  should  such  an  outline  be  written? 

4.  (a)  How  many  consonant  characters  in  the  word 
spices?  (b)  How  many  consonants  are  represented? 
(c)  In  what  position  must  it  be  written? 

5.  Suggest  a  reason  for  calling  the  st  loop  at  the 
beginning  of  strokes  stuh,  and  at  the  end  of  strokes 
est. 

6.  May  the  iss  circle  precede  the  stuh  loop  in  a 
way  similar  to  that  in  which  it  follows  the  est  loop? 

7.  Explain  the  difference  in  the  outline  for  haste 
and  hasty.     Give  a  reason  for  this  difference. 

8.  What  is  the  length  of  the  ster  loop? 

9.  What  difference  do  you  find,  with  reference  to 
the  place  of  writing  the  appendages,  between  the  iss 
circle  and  the  st  loop  on  the  one  hand  and  the  ster 
loop  on  the  other? 

10.  What  irregular  or  erratic  word  sign  occurs  in 
this  lesson? 

11.  How  many  times  have  you  read  page  77? 

12.  How  many  times  have  you  read  page  79? 

13.  How  many  times  have  you  written    Exercise 
IX? 

14.  How  many  times  have  you  written  Exercise  X? 


82  COMPLETE  SHORTHAND  COURSE 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  77,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  79,  numbering 
the  lines  in  the  usual  way ; 

(d)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear  ; 

(e)  Not  less  than  eight  copies,  in  shorthand,  of 
Writing  Exercise  IX ; 

(f)  Not  less  than  two  copies,  in  shorthand,  of 
Writing  Exercise  IX  in  which  the  vowels  are  omitted  ; 

(g)  Not  less  than  eight  copies,  in  shorthand,  of 
Writing  Exercise  X ; 

(h)  Not  less  than  two  copies,  in  shorthand,  of 
Writing  Exercise  X  in  which  the  vowels  are  omitted ; 

(i)  Two  shorthand  copies  of  Writing  Exercise 
VIII. 


EIGHTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  SIXTH 
NUMBER 

1.  The  direction  in  which  the  circle  is  written  on 
straight  consonants  is  contrary  to  that  in  which  the 
hands  of  a  clock  go. 

2.  On  the  curved  strokes  suh,  zuh,  shuh,  zhuh,  em, 
luh,  ar,  wuh,  and  emp,  the  circle  is  written  in 
a  direction  opposite  to  that  given  in  answer  1 ; 
that  is,  on  these  strokes  it  is  written  in  the  same 
direction  as  that  in  which  the  hands  of  a  clock  go. 

3.  A  vowel  can  never  precede  a  circle  at  the  be- 
ginning of  an  outline. 

4.  A  vowel  can  never  follow  a  circle  at  the  end  of 
an  outline. 

5.  At  the  beginning  of  an  outline,  the  small  circle 
represents  the  sound  of  s  only ;  at  the  end,  it  repre- 
sents the  sound  of  either  s  or  z. 

6.  When  the  circle  occurs  between  two  straight 
consonants  which  are  written  in  the  same  direction, 
the  circle  should  be  written  on  the  circle  side. 

7.  When  the  circle  occurs  between  two  straight 
consonants  which  form  an  angle,  it  must  be  placed  on 
the  outside  of  the  angle. 

8.  When  the  stroke  suh  is  used  at  the  beginning 
of  an  outline  it  usually  indicates  an  initial  vowel.  The 
use  of  suh  or  zuh  at  the  end,  likewise  indicates  a  final 

83 


84  COMPLETE  SHORTHAND  COURSE 

vowel.  The  use  of  luh  at  the  end,  after  full  or  vuli, 
indicates  a  final  vowel.  Ar  at  the  beginning  usually 
indicates  an  initial  vowel  and  ruh  at  the  end  a  final 
vowel. 

9.  An  appendage  is  a  briefer  way  of  representing 
a  consonant  than  by  a  regular  stroke. 

10.  Appendages  make  it  possible  to  write  with 
ease  and  facility  many  words  which  would  otherwise 
be  long  and  annoying. 

A  Transcript  of  the  Shorthand  on  Page  65 

(Line  1)  iss-puh,  iss-buh,  iss-tuh,  iss-duh,  iss-chuh, 
iss-juh,  iss-kuh,  iss-guh,  iss-ruh,  (line  2)  iss-fuh,  iss- 
vuh,  iss-thuh,  iss-tfiuh,  iss-suh,  iss-zuh,  iss-shuh,  iss- 
zhuh,  iss-m,  (line  3)  iss-n,  iss-luh,  iss-ar,  iss-emp, 
iss-ung,  iss-yuh,  iss-wuh,  (line  4)  sip,  sob,  sight 
or  cite,  seed,  such,  sage,  sick,  sorrow,  sake,  surrey, 
(line  5)  spy,  sty,  sky,  stay,  speak,  spoke,  scathe, 
Scotch,  scoop,  scab,  (line  6)  Seth,  says,  cease,  size, 
sing,  sung,  sang,  smile,  smell,  snow,  (line  7)  ice,  ace, 
us,  use,  ask,  asp,  assail,  asleep,  escape,  Esquimau, 
(line  8)  hope  or  part}r,  to  be,  at  or  out,  had  or  ad- 
vertise-d-ment,  much,  large,  half  or  few,  however, 
thank  or  thousand,  though,  issue,  allow,  our  or  hour. 
(Line  9)  The  sailor  will  soon  sail  for  Sparta.  Spare 
the  (line  10)  rod  and  spoil  the  boy  was  a  severe  saw. 
(Line  11)  Some  are  sane  enough  though  they  do  many 
a  silly  thing.  (Line  12)  It  was  a  sad  sight  to  Seth 
to  see  such  sorrow.  (Line  13)  If  you  know  how  to 
save  time  you  have  something  for  which  (line  14)  you 
should  thank  somebody.  They  will  search  the  city 
for  the  spy. 


COMPLETE  SHORTHAND  COURSE  85 

A  Transcript  of  the  Shorthand  on  Page  67 

(Line  1)  miss,  kiss,  nice,  lease,  less,  mace,  mass, 
goose,  noose,  Alice,  (line  2)  noise,  boys,  toys,  days  or 
daze,  foes,  chose,  choose  or  chews,  adz  or  adds,  owls, 
news,  (line  3)  busy,  noisy,  Tennessee,  policy,  daisy, 
legacy,  pussy,  boozy,  Lucy,  Jessie,  (line  4)  risk,  rea- 
son, visit,  pasty,  dusty,  rusty,  dozen,  muscle,  cask, 
loser,  (line  5)  disc,  bisque,  kaiser,  desk,  Chesapeake, 
hasty,  hasp,  rasp,  basque,  task,  (line  6)  lisp,  poison, 
deceive,  misery,  basin,  chosen,  Johnson,  abusive, 
mask,  answer,  (line  7)  moisten,  fossil,  officer,  unsafe, 
mason,  facing,  arson,  fasten,  assassin,  facility,  (line  8) 
is  or  his,  as  or  has,  speak,  subject,  its,  satisfy  or 
satisfied,  said,  such,  because,  signify,  several,  (line  9) 
these,  this,  thus  or  those,  seem  or  similar,  some,  seen, 
sun  or  son,  yours,  wise,  house.  (Line  10)  Early  to 
sleep  and  early  to  rise  is  the  way  to  have  (line  11) 
riches,  also  to  be  wise.  I  saw  two  ships  come  sailing 
by.  (Line  12)  Is  this  a  time  to  be  sad?  Many 
things  are  as  they  seem.  (Line  13)  Speak  as  you 
think  and  do  as  you  speak.  The  sun  rose  in  all  (line 
14)  its  richness.  Several  things  seem  to  weigh  on 
him  heavily. 

Writing  Exercise  VIII 
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86  COMPLETE  SHORTHAND  COURSE 

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ADVANCE  WORK  OF  EIGHTH  NUMBER 

THE    WEH    HOOK   AND    WEH    SEMICIRCLE 

99.  A  small  hook  written  at  the  beginning  and  on 
the  circle  side  of  luh,  ruh,emanden  represents  the 
sound  of  w.     This  appendage  is  called,  the  weh  hook. 

100.  Outlines  containing  the  weh  hook  are  vocal- 
ized in  the  same  way  that  outlines  containing  the  iss 
circle  are  vocalized.     Line  1. 

101.  The  iss  circle  may  precede  the  weh  hook  by 
writing  it  within  the  hook.     Line  2. 

102.  When  the  sound  of  w  occurs  before  conso- 
nants other  than  luh,  ruh,em  and  en,  it  may  be  rep- 
resented by  the  right  or  left  half  of  a  circle.  The  left 
half  is  used  when  it  precedes  a  dot  vowel  and  the 
right  half  when  it  precedes  a  dash  vowel. 

103.  The  vowel,  being  indicated  by  the  position  of 
the  outline  and  the  semicircle  employed,  will  need  to 
be  inserted  only  in  rare  cases.     Lines  3  to  5. 

104.  The  combination  of  w  and  the  diphthong  i 
is  represented  as  in  the  last  three  words  in  line  4. 

105.  The  small  circle  may  precede  the  sound  of  w 
by  writing  it  within  the  semicircle.     Line  6. 

106.  If  an  initial  vowel  precedes  it  or  if  the  w  is 
the  only  consonant  in  an  outline,  the  stroke  must  be 
used.     Line  7. 

Semicircle  word  signs,  (line  8)  we  or  with,  were, 
what,  would,  ye,  yet,  beyond,  you,  when,  one,  where. 

88 


COMPLETE  SHORTHAND  COURSE  89 

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90  COMPLETE  SHORTHAND  COURSE 

THE    ASPIRATE 

107.  A  chuhtoid  tick  may  be  joined  to  any  stroke 
with  which  it  forms  an  acute  angle  to  represent  the 
sound  of  h.  The  strokes  before  which  it  is  used  are 
kuh,  guh,  suh,  zuh,  m,  luh,  ar,  wuh,  and  emp. 

108.  The  huh  tick,  like  other  initial  append- 
ages, does  not  permit  a  vowel  to  come  before  it. 

109.  Use  the  tick  whenever  it  is  followed  by  any 
of  the  strokes  given  in  paragraph  107.  Lines  1  and  2. 
In  other  cases  use  the  stroke.     Line  3. 

110.  The  combination  wh  occurs  frequently  and  is 
pronounced  as  though  spelled  hw.  The  h  is  indicated 
on  the  weh  hook  by  shading  the  hook.     Line  4. 

111.  The  sound  of  h  is  of  such  little  importance  in 
the  pronunciation  of    words  that  it  is  omitted  in  the 

stenographic  representation  of  many  words. 

OMISSION  .OP   VOWELS 

112.  Lines  3  and  4  on  page  89,  and  the  word  signs 
which  have  been  given,  show  that  it  is  possible  to  read 
many  shorthand  outlines  in  which  there  are  no  vowel 
characters.  Even  the  words  in  line  5  on  page  89, 
when  they  occur  in  sentences,  need  not  be  vocalized, 
for  context  will  show  whether  the  word  is  wait,  weight 
or  wet,  wages  or  wedges,  wooed  or  wood. 

Writing  Exercise  XI 

1.  Give  a  dog  an  ill  name  and  you  may  as  well 
hang  him.  2.  It  is  a  shame  to  steal  but  worse  to 
carry  home.      3.    He  is  a  wolf  in  a   sheep's    guise. 


COMPLETE  SHORTHAND  COURSE 


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92  COMPLETE  SHORTHAND  COURSE 

4.  He  who  would  rest  must  work.  5.  It  is  best  to 
know  the  worst  at  once.  6.  Wit  may  work  what  wishes 
seek.  7.  The  wolf  and  fox  are  both  in  one  story. 
8.  If  the  stars  were  loaves  many  would  live  out  of 
doors.  9.  Beware  of  the  stone  thou  stumbledst  at  before. 
10.  Think  of  ease  but  work  on.  11.  Advise  no  one  to 
go  to  wars  or  to  marry.  12.  Beauty  is  the  wife's 
best  dowry.  13.  What  costs  nothing  is  worth  noth- 
ing. 14.  Once  a  coxcomb  always  a  coxcomb. 
15.  Wash  a  dog,  comb  a  dog,  and  yet  a  dog  is  still  a 
dog.  16.  What  one  wins  by  marriage  soon  passes 
away.  17.  Who  wives  for  a  dower  resigns  his  own 
power. 

Writing  Exercise  XII 

1.  You  must  howl  with  the  wolves  when  you  are 
among  them.     2.    All  lay  load  on  the  willing  horse. 

3.  We   are  usually  best  when   in   the  worst  health. 

4.  It  is  the  best  spoke  in  your  wheel.  5.  One  boy's 
story  is  no  story ;  hear  both  sides.  6.  He  thinks  he 
hides  the  sun  with  a  sieve.  7.  If  you  pursue  two 
hares  both  will  escape  you.  8.  Death  will  hear  of  no 
excuse.  9.  We  hate  delay  and  yet  it  makes  us  wise. 
10.  The  easiest  way  to  dignity  is  humility.  11.  Have 
your  dog  in  readiness  before  you  loose  your  hare. 
12.  If  you  sell  the  cow  you  sell  her  milk,  too.  13.  It  is 
easy  to  give  advice  when  all  goes  well.  14.  Chastise 
one   who   is  worthless   and  he  will   soon  hate   you. 

15.  He   who  does    as    he    likes    has   no    headache. 

16.  It  is  easy  to  help  him  who  is  willing  to  have  help. 

17.  He  who  fears  leaves  must  stay  out  of  the  Wood. 

18.  Beware  of  a  door  which  has  many  keys. 


COMPLETE  SHORTHAND  COURSE  93 

TEST    QUESTIONS 

1.  If  the  iss  circle  and  weh  hook  both  appear  at 
the  beginning  of  the  same  outline,  which  must  be 
read  first? 

2.  May  a  vowel  ever  precede  the  weh  hook  or  the 
weh  semicircle? 

3.  If  you  depend  upon  the  position  of  an  outline 
and  the  semicircle  used  to  determine  the  vowel,  what 
confusion  may  possibly  arise? 

4.  Why  should  the  left  semicircle  be  used  for  the 
word  signs  we,  with  and  were,  and  the  right  semicircle 
for  what  and  would*! 

5.  In  what  direction  should  the  tick  for  h  always 
be  written?  This  principle  is  violated  slightly  in  the 
use  of  the  huh  tick  before  what  consonant? 

6.  Before  what  consonants  would  the  use  of  the 
huh  tick  be  particularly  illegible?     Why? 

7.  What  is  the  length  of  the  huh  tick? 

8.  What  is  the  meaning  of  the  word  context  as  it  is 
used  in  paragraph  112? 

9.  Give  an  illustration  showing  how  context 
assists  in  the  pronunciation  of  a  word  in  longhand, 
and  another  showing  how  it  assists  in  interpreting 
the  meaning  of  a  word  in  longhand. 

10.  In  an  early  number  of  this  course  occurs  a 
statement  saying  that  the  purpose  of  position  writing 
will  be  explained  later.  In  the  light  of  paragraphs 
103  and  112,  and  from  a  consideration  of  the  word 
signs,  state  what  you  think  to  be  the  purpose  of  posi- 
tion writing. 

11.  How  many  times  have  you  read  page  89? 


94  COMPLETE  SHORTHAND  COURSE 

12.  How  many  times  have  you  read  page  91? 

13.  How  many  times   have   you  written   Exercise 
XI? 

14.  How  many  times   have   you  written  Exercise 
XII? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  89,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  91,  numbering 
the  lines  in  the  usual  way  ; 

(d)  Your  questions  or  comments  upon  this  lesson  ; 

(e)  Not  less  than  seven  copies,  in  shorthand,  of 
Writing  Exercise  XI ; 

(f)  Not  less  than  three  copies,  in  shorthand,  of 
Writing  Exercise  XI,  in  which  the  vowels  are  omitted  ; 

(g)  Not  less  than  seven  copies,  in  shorthand,  of 
Writing  Exercise  XII ; 

(h)  Not  less  than  three  copies,  in  shorthand,  of 
Writing  Exercise  XII,  in  which  the  vowels  are 
omitted  ; 

(i)  Two  shorthand  copies  of  Writing  Exercise  IX  ; 

(j)  Two  shorthand  copies  of  Writing  Exercise  X. 


NINTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  SEVENTH 
NUMBER 

1.  The  following  words  contain  the  sounds  of  ses, 
sez,  zes,  and  zez,  respectively  :  basis,  bases,  possess, 
phases. 

2.  In  the  word  accessory  the  ses  circle  should  be 
written  on  the  under  side  of  the  kuh,  that  is,  opposite 
the  circle  side. 

3.  An  outline  containing  two  strokes  and  a  ses 
circle  represents  four  consonants,  and  should  be  writ- 
ten in  second  position  regardless  of  the  accented 
vowel. 

4.  (a)  There  are  three  consonant  characters  in 
the  word  spices,  (b)  There  are  four  consonants  rep- 
resented, (c)  The  outline  must  be  written  in  first 
position. 

5.  The  small  loop,  when  used  initially,  can  not 
be  preceded  by  any  vowel  sound,  and  is  always  imme- 
diately followed  by  a  vowel  sound  when  so  used ; 
therefore,  it  is  of  advantage  to  name  the  loop  stuh. 
When  the  loop  is  used  finally,  no  vowel  can  follow  it, 
and  as  a  vowel  usually  precedes  it  when  so  used,  it  is 
of  advantage  to  call  the  loop  est. 

6:  The  iss  circle  can  not  precede  the  stuh  loop. 
To  attempt  to  so  use  it  would  give  the  combination 

95 


96  COMPLETE  SHORTHAND  COURSE 

s-st,  with  no  possible  way  of  indicating  a  vowel  sound 
between  the  two  sounds  of  s.  Such  a  combination 
never  occurs  in  English  speech. 

7.  The  word  haste  is  written  with  an  est  loop  ;  the 
word  hasty  with  the  iss  circle  and  stroke  tuh.  Est  is 
used  in  haste  because  it  is  shorter  than  iss-tuh,  and 
iss-tuh  are  used  in  hasty  because  a  vowel  follows  the 
last  consonant  sound. 

8.  The  ster  loop  must  be  greater  than  half  of  the 
length  of  the  stroke  to  which  it  is  attached. 

9.  The  iss  circle  and  st  loop  may  be  used  both  at 
the  beginning  and  at  the  end  of  strokes.  The  ster 
loop  can  be  used  only  at  the  end  of  strokes. 

10.  The  word  sign  for  first  is  irregular  or  erratic. 

A  Transcript  of  the  Shorthand  on  Page  77 
(Line  1)  voices,  losses,  kisses,  misses,  faces,  gazes, 
raises,  lasses,  passes,  (line  2)  tosses,  vices,  pauses, 
causes,  excess,  success,  access,  abscess,  juices,  (line  3) 
necessary,  excessive,  necessity,  successive,  possessive, 
possessing,  accessory,  Mississippi,  possessed,  (line  4) 
excesses,  successes,  abscesses,  possesses,  dispossesses, 
accesses,  recesses,  repossesses,  colossuses,  (line  5)  ex- 
ercise, colossus,  basis,  decisive,  capsize,  ellipsis, 
Jesus,  thesis,  system.  1.  Six  suspicious  cases  which 
they  think  may  be  smallpox  exist  in  this  city.  2.  The 
masses  say  the  taxes  are  excessive.  3.  To  eat  to 
excess  is  both  unnecessary  and  unwise.  4.  Necessity 
knows  no  law.  5.  Mysterious  voices  came  out  of  the 
houses.  6.  Are  large  forces  necessary  for  the  suc- 
cess of  the  army?  7.  The  slope  of  the  Mississippi 
valley  is  to  the  south.     8.    The  right  use  of  the  sign 


COMPLETE  SHORTHAND  COURSE  97 

of  the  possessive  taxes  some  amanuenses  severely. 
9.  Possess  thy  riches  or  they  will  possess  thee.  10.  A 
cube  has  six  sides  or  faces  all  of  which  are  alike. 

A  Transcript  of  the  Shorthand  on  Page  79 

(Line  1)  steep,  stick,  stich,  stiff,  stone,  stump, 
stale,  stoop,  stout,  stamp,  (line  2)  foist,  moist,  kissed, 
post,  west,  jest,  nest,  mast,  last,  boost,  (line  3)  re- 
posed, disposed,  revised,  refused,  advised,  diffused, 
disguised,  devised,  infused,  surmised,  (line  4)  sneezed, 
noised,  raised,  hazed,  perused,  theorized,  agonized, 
housed,  roused,  snoozed,  (line  5)  mists,  fists,  lists, 
wrists,  pests,  toasts,  coasts,  guests,  rests,  roosts, 
(line  6)  honestly,  statistics,  destiny,  mystify,  atheistic, 
justify,  testify,  majestic,  dishonestly,  costly,  (line  7) 
foster,  lobster,  feaster,  tester,  jester,  gamester,  caster, 
master,  rooster,  vaster,  (line  8)  influence,  influences, 
influenced,  United  States,  must  or  most,  almost,  sten- 
ography, next,  largest,  first.  1.  They  wish  to  invest 
several  thousand  dollars  in  oil  stocks.  2.  The  first 
shall  be  last  and  the  last  shall  be  first.  3.  Chicago 
is  the  largest  city  in  the  west,  and  next  to  the  largest 
in  the  United  States.  4.  The  decisive  test  of  genius 
may  come  in  the  day  of  least  success.  5.  Uneasy 
rests  the  head  of  him  who  knows  he  ought  to  face  the 
gallows.  6.  Be  honest  for  honesty's  sake  though  it 
fail  to  be  the  best  policy. 

Note. — On  page  98  will  be  found  Exercise  IX  written  in  the 
usual  way,  that  is,  with  vowels  inserted.  On  page  99  the  same 
Writing  Exercise  appears  with  the  vowels  omitted.  With  practice 
the  student  will  be  able  to  read  unvocalized  stenography  as  readily, 
or  probably  more  readily,  than  that  which  is  fully  vocalized. 


98         COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  IX,  with  Vowels 

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COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  IX,  without  Vowels 

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COMPLETE  SHORTHAND  COURSE 


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COMPLETE  SHORTHAND  COURSE 


101 


Writing  Exercise  VIII 

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ADVANCE  WORK  OF  NINTH  NUMBER 

THE    N-HOOK 

113.  A  small  hook  may  be  written  at  the  end  of 
any  consonant  to  represent  the  sound  of  n. 

114.  On  curved  strokes,  this  hook  is  written  on 
the  circle  side.     See  line  1. 

115.  On  straight  strokes,  the  hook  is  written  on 
the  side  opposite  the  circle  side.     See  line  2. 

116.  The  n-hook,  like  the  other  final  appendages, 
can  not  be  followed  by  a  vowel.  Thus,  fun  is  written 
with  the  hook  and  funny  must  be  written  with  the 
en-stroke.     See  line  3. 

117.  When  the  n-hook  and  circle  iss  both  appear 
at  the  end  of  a  curved  stroke,  the  circle  i9  written 
within  the  hook,  as  in  the  words  vines,  fence,  lanes, 
etc.     Line  4. 

118.  The  n-hook  and  circle  iss  are  represented  on 
straight  strokes  by  writing  the  circle  on  the  side 
opposite  the  circle  side.  The  circle  stands  for  itself, 
and  being  placed  on  the  side  opposite  the  circle  side 
indicates  the  n.  Pins,  tones,  rains  or  reigns,  etc. 
Line  5. 

119.  On  straight  strokes,  n-ses,  n-est,  and  n-ster 
are  represented  in  a  way  similar  to  that  given  in  the 
foregoing  paragraph  for  n-iss.  Dances,  danced,  punster, 
etc.     Line  6. 

120.  The  n-hook  can  not  be  used  on  curved  strokes 
if  it  is  followed  by  ses,  est,  or  ster.     Line  7 

102 


COMPLETE  SHORTHAND  COURSE 


103 


104  COMPLETE  SHORTHAND  COURSE 

THE    P    OR   V-HOOK 

121.  A  small  hook,  written  at  the  end  of  straight 
strokes  and  on  the  circle  side,  represents  the  sound  of 
/or  v.     See  line  1. 

122.  The  f  or  v-hook  can  not  be  used  on  curved 
strokes. 

123.  The  f  or  v-hook,  like  the  n-hook,  can  not  be 
followed  by  a  vowel.  Thus,  chaff  is  written  with  the 
hook,  and  chaffy  must  be  written  with  the  stroke. 
See  line  2. 

124.  The  circle  iss  may  be  written  within  the  f  or 
v-hook.     See  line  3. 

Note. — It  is  very  important  to  get  firmly  fixed  in  mind  that  the 
n-hook  on  straight  strokes  is  on  the  side  opposite  the  circle  side, 
and  that  the  f  or  v-hook  is  on  the  circle  side.  Also  that  the  f  or 
v-hook  is  used  only  upon  the  straight  strokes. 

125.  While  the  n-hook  and  the  f  or  v-hook  are 
usually  employed  at  the  end  of  words,  they  may 
frequently  be  used  in  the  middle  of  outlines  to  great 
advantage.     See  line  4. 

Word  signs,  n-hook  series,  line  5:  upon,  punish-d- 
ment,  been,  denominate-d-tion,  done,  religion, 
general-ly,  imagine-d-ation,  against,  can;  line  6, 
gone  or  begin,  again  or  begun,  began,  within,  then 
or  than,  men,  man,  opinion,  alone,  our  own.  F  or 
v-hook  series,  line  7  :  hopeful,  above,  whatever,  out  of, 
divine,    differ-ed-ent-ence,  advance,  whichever,  gave. 

Writing  Exercise  XIII 
1.  Who  thinks  often  of  death  does  nothing  worthy 
of  life.     2.  How  many  things  are  ill  done  because  they 
are  done  but  once  I      3.    What  may  be  done  at  any 


COMPLETE  SHORTHAND  COURSE 


105 


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106  COMPLETE  SHORTHAND  COURSE 

time  will  be  done  at  no  time.  4.  Some  eat  the  stew 
and  then  ask  for  the  pan.  5.  What  is  mine  is  mine 
alone,  what  is  John's  is  his  and  mine.  6.  None  are 
so  busy  as  those  who  do  nothing.  7.  Patience  is  sor- 
row's salve.  8.  A  fool  may  chance  to  say  a  wise 
thing.  9.  When  it  rains  it  pours.  10.  The  hen's 
eyes  are  with  her  chickens.  11.  Too  much  cunning 
undoes.  12.  Feign  death  and  the  bull  will  leave  you. 
13.  Patience  opens  all  doors.  14.  Silence  has  many 
advantages.  15.  I  am  monarch  of  all  I  survey, 
16.  Too  much  rest  becomes  a  pain.  17.  Silence 
reaps  what  speech  sows.  18.  By  the  work  we  know 
the  workman.  19.  Who  is  it  can  say  "  I  am  at  the 
worst?' 

Writing  Exercise  XIV 
1.  To  err  is  human,  to  forgive  divine.  2.  What- 
ever Heaven  ordains  is  best.  3.  Foster  a  raven  and 
it  will  peck  out  your  eyes.  4.  Whatever  has  been 
done  by  man  can  by  man  be  done  again.  5.  To  make 
any  gain,  some  outlay  is  necessary.  6.  He  writes 
with  an  iron  pen.  7.  He  runs  heavily  who  is  forced 
to  run.  8.  He  who  serves  well  and  says  nothing, 
asks  enough.  9.  Deep  rivers  move  in  silence,  shal- 
low ones  are  noisy.  10.  A  man's  own  opinion  is 
always  right.  11.  Each  one  thinks  his  own  religion 
is  the  best.  12.  A  monarch  should  be  slow  to  punish. 
13.  A  work  well  begun  is  half  done.  14.  Worth 
makes  the  man  and  lack  of  it  the  fellow.  15.  Many 
go  out  for  wool  who  come  back  shorn.  16.  Women 
fear  too  much  even  as  they  love.  17.  One  man's 
wealth  is  often  many  men's  ruin.  18.  The  walls 
have  ears  and  the  beach  has  eyes, 


COMPLETE  SHORTHAND  COURSE  107 


TEST  QUESTIONS 

1.  In  unvocalized  stenography,  what  does  the  use 
of  the  en-stroke  at  the  end  of  an  outline  suggest? 

2.  Which  is  stronger  as  a  final  appendage,  the 
circle  iss  or  the  n-hook? 

3.  Why  can  not  the  n-hook  be  used  on  curved 
strokes  if  it  is  followed  by  ses,  est,  or  ster? 

4.  Why  is  the  use  of  the  f  or  v-hook  restricted  to 
straight  consonants? 

5.  Why  can  not  the  combination  f  or  v-s,  follow- 
ing straight  strokes,  be  represented  in  a  way  similar 
to  that  in  which  the  combination  n-s  is  represented? 

6.  Is  the  f  or  v-hook  on  the  upper  or  lower  side  of 
kuh?  of ruh? 

7.  Should  sun  be  written  iss-en,  or  suh-n-hook? 
Give  reason  for  your  answer. 

8.  Why  can  not  the  word  penury  be  written  with 
the  n-hook? 

9.  State  the  difference  in  the  shorthand  outlines 
for  bees,  beans,  and  beeves. 

10.  Comment  upon  the  importance  of  possessing 
positive  knowledge  of  the  principles  of  shorthand, 
and  of  the  need  of  accuracy  in  writing,  as  suggested 
by  the  ninth  question. 

11.  How  many  times  have  you  read  page  103? 

12.  How  many  times  have  you  read  page  105? 

13.  How  many  times  have  you  written  Exercise 
XIII? 

14.  How  many  times  have  you  written  Exercise 
XIV? 


108  COMPLETE  SHORTHAND  COURSE 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  103,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  105,  numbering 
the  lines  in  the  usual  way  ; 

(d)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  j  List  clear  ; 

(e)  Not  less  than  seven  copies,  in  shorthand,  of 
Writing  Exercise  XIII ; 

(f)  Not  less  than  three  copies,  in  shorthand,  of 
Writing  Exercise  XIII  in  which  the  vowels  are 
omitted ; 

(g)  Not  less  than  seven  copies,  in  shorthand,  of 
Writing  Exercise  XIV ; 

(h)  Not  less  than  three  copies,  in  shorthand,  of 
Writing  Exercise  XIV  in  which  the  vowels  are 
omitted  ; 

(i)   Two  shorthand  copies  of  Writing  Exercise  XI ; 

(j)   Two  shorthand  copies  of  Writing  Exercise  XII. 


TENTH   NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  EIGHTH 
NUMBER 

1.  When  the  iss  circle  and  well  hook  both  appear 
at  the  beginning  of  the  same  outline,  the  circle  is  read 
first. 

2.  A  vowel  can  never  be  read  before  a  well  hook 
or  a  semicircle. 

3.  If  the  vowel  is  to  be  determined  by  the  semi- 
circle used  and  the  position  in  which  the  outline  is 
written,  there  is  nothing  to  show  whether  the  vowel 
is  a  light  or  a  heavy  one. 

4.  The  left  semicircle  should  be  used  as  word 
signs  for  we,  with,  and  were  because  the  left  semicircle 
is  used  for  dot  vowels,  and  dot  vowel  sounds  are  heard 
in  these  words.  The  right  semicircle  should  be  used 
as  word  signs  for  ivhat  and  ivould  because  the  right 
semicircle  is  used  for  dash  vowel  sounds,  and  dash 
vowel  sounds  are  heard  in  these  words. 

5.  The  tick  for  h  should  always  be  written  in  the 
direction  of  chuh.  When  it  precedes  lull,  it  becomes 
necessary  to  write  it  more  nearly  like  tuh. 

6.  The  use  of  the  huh  tick  would  be  particularly 
illegible  before  such  consonants  as  chuh,  juh,  shuh, 
zuh,  el,  etc.,  because  the  direction  of  the  beginning  of 
these  strokes  is  the  same  as  that  of  the  huh  tick. 

109 


110  COMPLETE  SHORTHAND  COURSE 

7.  The  huh  tick  should  not  be  greater  than  one- 
fourth  of  the  length  of  a  consonant. 

8.  The  word  context,  as  used  in  paragraph  112, 
means  the  accompanying  words  or  the  complete 
thought  expressed  by  the  sentence  in  which  a  given 
word  occurs. 

9.  "Have  you  read  this  book?"  "No,  but  I  intend 
to  read  it."  Here  are  found  two  words  which  are 
spelled  alike,  and  which  the  context  shows  must  be 
pronounced  differently.  In  the  sentence,  "I  saw  him 
take  the  saw  from  the  shelf,"  are  found  two  different 
words  which  are  spelled  alike  and  pronounced  alike, 
and  yet  the  context  shows  plainly  the  correct  meaning 
of  each. 

10.  The  purpose  of  position  writing  is  to  enable 
the  writer  of  shorthand  to  omit  vowels  and  yet  have 
an  outline  which  will  suggest  the  right  vowel  and 
preclude  many  which  would  be  wrong. 

A  Transcript  of  Page  89 

(Line  1)  wall,  wire,  wine,  win,  wear  or  ware,  wore, 
wealth,  worse,  worst,  worship,  (line  2)  swim,  swine, 
swan,  swallow,  swore,  swell,  swain,  swimmer,  swam, 
swoon,  (line  3)  wit,  witty,  witch,  weed,  widow, 
weave,  watt,  wad,  walk,  wash,  (line  4)  web,  waif, 
wave,  woke,  wove,  wood  or  wooed,  woof,  wight, 
wide,  wife,  (line  5)  wait,  wet,  wade  or  weighed,  wed, 
wage,  wedge,  wages,  wedges,  wooed,  wood,  (line  6) 
sweep,  swab,  sweet,  Swede,  switch,  sweat,  swayed, 
swage,  swish,  swash, (line  7)  awake, awoke. a  wait,  away, 
woe,  way,  woo,  ways,  woes,  wooes,  (line  8)  we  or  with, 


COMPLETE  SHORTHAND  COURSE  HI 

were,  what,  would,  ye,  yet,  beyond,  you,  when,  one, 
where.  (Line  9)  If  you  would  be  wealthy,  you  must 
save  as  well  as  make.  (Line  10)  When  the  wine 
goes  in  the  wit  goes  out.  Wealth  maketh  worship. 
(Line  11)  When  the  well  is  empty,  we  know  the 
worth  of  what  we  seek  in  it.  (Line  12)  A  knotty 
piece  of  wood  must  have  smooth  wedges.  When  war 
rages,  (line  13)  the  laws  are  dumb.  Love  of  wit  makes 
no  one  rich.  (Line  14)  Welcome  is  the  best  cheer. 
The  walls  have  ears. 

A  Transcript  of  Page  91 

(Line  1)  heel  or  heal,  hill,  why,  hazy,  home,  hemp, 
hug,  hook,  hack,  howl,  (line  2)  hock,  hog,  hominy, 
haul  or  hall,  hole  or  whole,  healthy,  harm,  ham, 
inhale,  unhealthy,  (line  3)  heath,  hip,  hitch,  hub, 
heavy,  head,  hush,  honey,  huge,  hang,  (line  4)  while, 
wheel,  whine,  whim,  whale,  whaleback,  wheelbarrow, 
whelp,  whereat,  whirl.  (Line  5)  He  who  is  hanged 
for  stealing  a  horse  today  has  no  reason,  (line  6)  to  buy 
oats  for  him  tomorrow.  He  who  is  happy  is  rich 
enough.  (Line  7)  When  the  sun  is  highest  he  casts 
the  least  shadow.  Time  heals  all  things.  (Line  8) 
Hear,  see,  and  say  nothing,  if  you  would  live  in  peace. 
(Line  9)  A  spur  in  the  head  is  worth  two  in  the  heels. 
(Line  10)  He  who  keeps  out  of  harm's  way  will  reap 
riches.  (Line  11)  When  you  hear  the  wolf  howl  it  is 
time  to  bar  door  and  window.  (Line  12)  Witches 
are  hags  whom  we  should  fear  to  see  on  the  heath. 
(Line  13)  When  the  head  is  sick  all  the  limbs  will 
ache  with  it.  (Line  14)  Make  hay  while  the  sun  is 
up.     Take  heed  of  many,  advice  of  few. 


112  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XI 

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COMPLETE  SHORTHAND  COURSE  113 

Writing  Exercise  XII 

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114  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  IX 

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COMPLETE  SHORTHAND  COURSE  115 

Writing  Exercise  X 

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ADVANCE  WORK  OF  TENTH  NUMBER 

THE    SHUN    HOOK 

126.  The  last  of  the  final  hooks  is  that  which  rep- 
resents the  syllable  shun  or  zhun.  This  is  variously 
spelled  tion,  sion,  cian,  cion,  etc. 

127.  The  shun  hook  is  a  large  final  hook  written 
upon  the  circle  side  of  all  curved  strokes.     Line  1. 

128.  The  shun  hook  is  written  on  either  side  of 
straight  strokes,  subject,  however,  to  certain  restric- 
tions :  (a)  If  there  is  a  preceding  curve,  such  as  a 
curved  stroke  or  curved  appendage,  immediately 
before  the  straight  stroke  containing  the  shun  hook, 
the  hook  is  placed  on  the  side  opposite  the  preceding 
curve.  Line  2.  (b)  If  there  is  no  preceding  curve, 
write  the  shun  hook  on  the  side  opposite  the  preceding 
vowel,  except  on  tuh,  duh,  chuh,  and  juh,  to  which 
strokes  the  hook  is  written  on  the  circle  side.  Line  3. 
(c)  When  used  in  the  middle  of  outlines  it  is  so  writ- 
ten that  the  next  following  stroke  may  be  conveniently 
written.     Line  4. 

129.  The  iss  circle  may  be  written  within  the  shun 
hook.     Line  5. 

130.  After  the  iss  or  n-iss  circle,  the  shun  hook  is 
written  by  continuing  it  through  the  stroke,  in  a  way 
similar  to  that  in  which  iss  follows  ses,  est,  and  ster. 
The  vowel  which  occurs  between  the  iss  and  the  shun 
is  written  before  the  combination,  if  a  first  place 
vowel,  and  after  it  if  a  second  place  vowel.  There 
is  no  provision  for  a  third  place  vowel.     Line  6. 

116 


COMPLETE  SHORTHAND  COURSE 


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XL. 


118  COMPLETE  SHORTHAND  COURSE 

PHRASING 

131.  Phrasing  consists  in  joining  words  which  are 
closely  related,  either  logically  or  grammatically. 

132.  The  first  word  of  a  phrase  is  written  in  its 
regular  position  and  the  following  ones  come  where 
they  will.     Lines  1  to  3. 

133.  It  is  possible,  in  a  few  instances,  to  so  write 
the  first  word  that,  although  it  may  not  stand  just 
where  it  would  if  it  were  written  alone,  it  still  shows 
its  position  and,  at  the  same  time,  permits  the  second 
word  of  the  phrase  to  occupy  its  regular  position  ; 
e.g.,  in  these,  in  this,  in  those.     Line  4. 

134.  In  phrases,  some  words  are  not  written  as 
they  are  when  standing  alone,  (a)  The  is  represented 
by  a  chuhtoid  or  ruhtoid  tick  attached  to  the  preced- 
ing word.  Lines  5  and  6.  (b)  A,  an,  or  and,  is  rep- 
resented by  a  kuhtoid  or  tuhtoid  tick  attached  to  either 
the  preceding  or  following  word.  Line  7.  (c)  When 
the  tick  for  a,  an,  or  and  is  used  before  a  following 
word,  only  the  kuhtoid  tick  may  be  used.     Line  8. 

135.  At  the  beginning  of  a  phrase,  the  pronoun  I 
is  represented  by  the  first  half  of  the  regular  sign,  as 
in  line  9,  or  the  second  half  of  the  sign,  as  in  line  10. 

136.  It  is  the  purpose  of  phrasing  to  save  time  in 
writing,  and  to  be  of  material  assistance  in  reading 
the  written  shorthand.  It  saves  time  in  writing  by 
avoiding  the  unnecessary  lifting  of  the  pen  between 
words,  and  by  making  it  possible  to  represent  some 
words  in  phrases  in  a  much  briefer  way  than  that  in 
which  they  are  regularly  written  when  standing 
alone. 


COMPLETE  SHORTHAND  COURSE  119 

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120  COMPLETE  SHORTHAND  COURSE 

137.  Phrasing  is  of  material  assistance  in  reading 
by  suggesting  a  logical  connection  between  the  words 
of  the  phrase,  and  by  bringing  into  use  peculiarly 
distinctive  outlines,  which  the  stenographer  becomes 
able  to  recognize  quickly  and  with  decision. 

138.  In  determining  what  words  to  unite  into  a 
phrase,  the  first  consideration  is  to  the  ease  of  writing 
them  together,  and  the  distinctiveness  of  the  resulting 
outline.  The  second  consideration  has  to  do  with  the 
logical  connection  of  the  words  so  joined,  it  being  a 
principle  that  words  must  not  be  joined  unless  there 
is  a  logical  or  grammatical  connection  between  them. 

Writing  Exercise  XV 

In  this  and  all  following  exercises,  words  which 

are  joined  by  the  hyphen  should  be  written  as  phrases. 

1.  Set  your  affection  upon  things  above  the  earth. 

2.  Ambition   is    as   hollow   as-the   soul    of-an    echo. 

3.  Each  physician  thinks  his  pills  the  best.  4.  Byron 
spoke  of  Rome  as-the  Niobe  of  nations.  5.  Absence 
of  occupation  is  unrest.  6.  Govern  your  passions  or 
your  passions  will  govern  you.  7.  A  man  of  resolu- 
tion can  do  almost  any  task.  8.  On  life's  vast  ocean, 
passion  is-the  gale.  9.  Men  often  judge  an  opinion 
by-the  reputation  of  him  who  gave  it.  10.  No  man 
can  guess  what  he  may  do  in-a  passion.  11.  Solid 
men  of  Boston,  make  no  long  orations  !  12.  Such 
seeming  love  is-a  weak  invention  of-the  enemy. 
13.  I-took  it  for-a  fairy  vision.  14.  "I-will-do  my 
best"  has  won  many-a  victory.  15.  To-the  pure  all 
things  are  pure.  16.  You-will  seek  power  in  vain  by 
irresolution  and  inaction. 


COMPLETE  SHORTHAND  COURSE  121 

TEST  QUESTIONS 

1.  What  two  final  hooks  are  written  on  the  same 
side  of  curved  strokes?     How  are  they  distinguished? 

2.  What  two  final  hooks  may  be  written  on  the 
circle  side  of  straight  strokes?  How  are  they  dis- 
tinguished? 

3.  What  final  appendage  may  follow  the  iss  circle? 
Is  this  the  first  instance  among  the  final  appendages 
of  the  iss  circle  yielding  its  place? 

4.  If  puh  or  kuh  has  an  initial  circle  and  also  a 
shun  hook,  on  which  side  of  the  stroke  should  the 
hook  be  written? 

5.  If  tuh  or  duh  has  an  initial  circle  and  also  a 
shun  hook,  on  which  side  should  the  hook  be  written? 

6.  Write  the  phrase  if-you-ivill-be  as  rapidly  as 
possible  for  sixty  seconds,  and  then  write  the  same 
words  without  joining  them,  for  another  sixty  sec- 
onds. How  many  words  in  the  first  writing,  and  how 
many  in  the  second  ? 

7.  What  difference  do  you  find  between  the  place 
of  writing  the  tick  for  the,  and  the  place  for  the  tick 
for  a,  an,  or  and! 

8.  Which  half  of  the  sign  for  i"  will  likely  be  more 
frequently  employed?     Why? 

9.  Why  should  phrasing  be  used? 

10.  Is  there  any  similarity  in  the  written  phrase 
and  the  spoken  words  which  constitute  such  phrase? 

11.  How  many  times  have  you  read  page  117? 

12.  How  many  times  have  you  read  page  119? 

13.  How  many  times   have   you  written  Exercise 
XV? 


122  COMPLETE  SHORTHAND  COURSE 

MAIL    TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  117,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  119,  numbering 
the  lines  in  the  usual  way  ; 

(d)  Your  questions  or  comments  upon  this  lesson  ; 

(e)  Not  less  than  seven  copies,  in  shorthand,  of 
Writing  Exercise  XV ; 

(f)  Not  less  than  three  copies,  in  shorthand,  of 
Writing  Exercise  XV  in  which  the  vowels  are 
omitted  ; 

(g)  Two  shorthand  copies  of  Writing  Exercise 
XIII ; 

(h)  Two  shorthand  copies  of  Writing  Exercise 
XIV. 


ELEVENTH   NUMBER 

ANSWERS    TO    TEST     QUESTIONS     IN    NINTH 
NUMBER 

1.  In  unvocalized  stenography,  when  the  stroke 
en  occurs  at  the  end  of  an  outline,  it  usually  indicates 
a  final  vowel  following  it,  as  otherwise  the  n-hook 
would  be  used. 

2.  As  a  final  appendage,  the  iss-circle  is  stronger 
than  the  n-hook. 

3.  The  n-hook,  being  a  small  hook,  will  not  admit 
of  the  insertion  within  it  of  the  ses,  est,  or  ster 
appendages. 

4.  The  use  of  the  f  or  y-hook  is  restricted  to 
Straight  consonants,  for  the  reason  that  appendages 
on  curved  strokes  can  be  written  on  but  one  side,  and 
since  the  n-hook  is  employed  on  curved  strokes  it  pre- 
cludes the  use  of  the  f  or  v-hook. 

5.  If  the  combination/  or  v-s  were  represented  by 
the  circle  alone,  as  is  n-iss,  the  resulting  outline  would 
be  the  same  as  the  simple  iss-circle,  and  would  there- 
fore cause  confusion. 

G.  The  f  or  v-hook  is  on  the  upper  side  of  kuh, 
and  also  on  the  upper  side  of  ruh. 

7.  Sun  should  be  written  iss-en.  The  iss-circle 
is  a  stronger  appendage  than  the  n-hook,  and  where 
it  is  necessary  to  make  a  choice  between  the  two,  the 
circle  is  to  be  selected.  Furthermore,  suh-n-hook 
would  suggest  an  initial  vowel  and  would  accordingly 

123 


124  COMPLETE  SHORTHAND  COURSE 

be  misleading.  While  it  is  true  that  the  en-stroke 
suggests  the  possibility  of  a  final  vowel,  the  resultant 
reading  would  be  sunny  or  senna  as  well  as  sun,  and 
in  any  case  the  context  would  clearly  show  whether  a 
final  vowel  is  to  be  supplied  or  not. 

8.  The  last  syllable  of  penury  can  not  be  written 
with  downward  ar  because  of  the  presence  of  the  final 
vowel.  Ruh  can  not  be  used  after  the  n-hook  on  puh 
because  it  would  change  the  hook  into  a  circle.  The 
correct  way  to  write  penury  will  be  given  later. 

9.  Bees,  beans,  and  beeves  are  all  written  in  first 
position  and  with  the  same  vowel.  In  bees,  the  circle 
is  upon  the  circle  side ;  in  beans,  the  circle  is  upon 
the  side  opposite  the  circle  side  ;  and  in  beeves,  the 
circle  is  within  the  small  v-hook. 

10.  Shorthand  is  such  a  highly  abbreviated  style 
of  writing  that  often  a  very  slight  change  makes  a 
material  difference  in  the  word  which  a  given  outline 
represents. 

A  Transcript  of  the  Shorthand  on  Page  103 
(Line  1)  fine,  thine,  assign,  shown  or  shone,  lane, 
main,  urn  or  earn,  moon,  noon,  noun,  (line  2)  bean, 
dean,  chin,  ten,  den,  hen,  rain  or  reign,  tune,  ran, 
gown,  (line  3)  fin,  finny,  pen,  penny,  bone,  bunny, 
Jane,  Jenny,  fan,  Fanny,  (line  4)  fines,  shines,  lines, 
fens  or  fence,  thence,  immense,  feigns,  lanes,  lance, 
Nan's,  (line  5)  pins,  beans,  coins,  tones,  dunce  or 
duns,  chains,  rains  or  reigns,  towns,  coons,  cans,  (line 
6)  dances,  bounces,  chances,  danced,  pounced,  dis- 
tanced, enhanced,  punster,  spinster,  spinsters,  (line  7) 
evinces,  evinced,   fences,   fenced,  monster,   minister, 


COMPLETE  SHORTHAND  COURSE  125 

essences,  silenced,  minces,  minced.  1.  It  is  a  long  lane 
which  has  no  turn.  2.  He  who  feeds  the  hen  ought  to 
have  the  egg.  3.  It  is  easy  to  open  a  shop  but  less 
easy  to  keep  it  open.  4.  If  we  pay  for  the  music  we 
will  join  in  the  dance.  5.  A  sudden  death  is  the  best. 
6.  Leave  well  enough  alone.  7.  Gain  at  the  expense 
of  health  is  but  a  loss  at  last.  8.  No  one  knows 
where  the  shoe  pinches  so  well  as  he  who  wears  it. 

A  Transcript  of  the  Shorthand  on  Page  105 
(Line  1)  chief,  dive,  beef,  cave,  cove,  rave,  tough, 
raff,  calf,  rebuff,  (line  2)  buff,  bevy,  chaff,  chaffy, 
covey,  Duffy,  taffy,  review,  terrify,  defy,  (line  3) 
dives,  achieves,  skiffs,  heaves,  paves,  raves,  tariffs, 
raffs,  cuffs,  caves,  (line  4)  pinch,  finish,  sponge,  mil- 
liner, lonely,  poverty,  devote,  servile,  cover,  diver, 
(line  5)  upon,  punish-ed-ment,  been,  denominate-d-tion, 
done,  religion,  general-ly,  imagine-d-ation,  against, 
can,  (line  6)  gone  or  begin,  again  or  begun,  began, 
within,  then  or  than,  men,  man,  opinion,  alone,  our 
own,  (line  7)  hopeful,  above,  whatever,  out  of,  divine, 
differ-ed-ent,  advance,  whichever,  gave.  1.  The  eyes 
serve  for  ears  to  the  deaf.  2.  First  deserve,  then 
desire.  3.  Where  the  river  is  deepest  it  makes  least 
noise.  4.  Hail  to  the  chief!  5.  He  who  thinks  his 
business  below  him  will  always  be  above  his  business. 
6.  A  man  dances  all  the  same  though  he  may  dance 
against  his  will.  7.  Do  as  most  men  do  and  men  will 
speak  well  of  thee.  8.  Heaven  would  often  be  unjust 
if  it  gave  answer  to  all  our  suits.  9.  Different  sores 
must  have  different  salves.  10.  Punishment  comes 
slowly  but  it  comes. 


126  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XIII 

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COMPLETE  SHORTHAND  COURSE 


127 


P-3 


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128  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XI 

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COMPLETE  SHORTHAND  COURSE  129 

Writing  Exercise  XII 
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ADVANCE  WORK  OF  ELEVENTH  NUMBER 

THE    L-HOOK 

139.  A  small  initial  hook  on  the  circle  side  of  all 
descending  and  horizontal  straight  consonants  repre- 
sents the  sound  of  I.  This  is  unlike  other  initial 
appendages  in  this  respect :  The  sound  represented 
by  the  hook  follows  the  sound  of  the  consonant  to 
which  it  is  attached,  instead  of  preceding  it  as  in  the 
case  of  the  other  initial  appendages. 

140.  The  combinations  thus  formed  are  double 
consonants,  and  must  always  be  so  considered.  Thus, 
the  hook  with  the  various  consonants  is  pronounced 
-pel,  bel,  tel,  etc.,  and  not  puh-el,  buh-el,  tuh-el,  etc. 

141.  Vowels  are  read  before  or  after  the  double 
consonant  according  as  they  are  written  before  or 
after.     See  lines  1  and  2. 

142.  The  1-hook  is  also  regularly  written  on  the 
curved  strokes  fuh,  vuh,  thuh,  Thuh,  and  sliuh. 
When  the  1-hook  is  attached  to  shuh,  the  stroke  must 
be  written  upward  and  there  must  always  be  another 
consonant  stroke  in  the  outline.     See  line  3. 

143.  The  double  consonant  may  follow  another 
consonant.     See  line  5. 

144.  In  some  cases  where  the  double  consonant 
follows  another  consonant,  it  is  impossible  to  make 
a  perfect  hook.     See  line  G. 

145.  The  circle  iss  may  be  written  within  the 
hook.     See  line  7. 

130 


COMPLETE  SHORTHAND  COURSE 


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132  COMPLETE  SHORTHAND  COURSE 

IRREGULAR   L-HOOK 

146.  The  1-hook  upon  the  consonants  ruh,  em,  en, 
and  ung  is  made  large  so  that  it  may  not  conflict  with 
the  small  hook  upon  ruh,  em  and  en  which  represents 
the  sound  of  w.  (See  paragraph  99).  The  first  three 
are  pronounced  rel,  mel  and  nel. 

147.  These  irregular  double  consonants  are  vocal- 
ized in  the  same  way  as  those  which  are  regular.  See 
lines  1  and  2. 

148.  The  combination  ung-1-hook  is  used  to  rep- 
resent the  final  syllables  ing-ly,  as  in  exceedingly,  appeal- 
ingly,  glowingly,  etc.,  and  is  called  ingly.     See  line  3. 

149.  The  double  consonant  should  be  used  (a) 
when  there  is  no  vowel  sound  between  the  stroke  and 
its  hook ;  (b)  when  the  vowel  sound  between  the 
stroke  and  its  hook  is  a  short  or  unaccented  long 
vowel ;  (c)  and  rarely  when  the  intervening  vowel  is 
a  long  accented  vowel,  as  in  pole,  which,  if  written 
puh-luh,  would  suggest  the  word  polo. 

Double  Consonant  Word  Signs.  (Line  4)  people, 
belong  or  belonged,  belief  or  believe,  until,  till  or 
tell,  deliver-ed-y,  children,  angel,  call,  diflicult-y, 
glory,  (line  5)  folio w-ed,  full-y,  value-d,  withal,  real, 
rail,  rule,  million,  only,  unless. 

Writing  Exercise  XVI 

1.  They  talk  like  angels  but  live  like  men.  2.  The 
applause  of-the  people  is-a  blast  of  air.  3.  A  black 
plum  is  as  sweet  as-a  white.  4.  The  usual  forms  of 
civility  oblige  no  man.  5.  The  clock  goes  as  it 
pleases-the  clerk.     6.  Talk  of-the  devil  and-you  hear 


COMPLETE  SHORTHAND  COURSE 


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134  COMPLETE  SHORTHAND  COURSE 

his  bones  rattle.  7.  Evil  fall  on  him  who  goes  to 
seek  it.  8.  Of  two  evils  choose-the  least.  9.  False 
in  one  thing,  false  in  all.  10.  Who  flees-the  bees  runs 
into-the  jaws  of- the  lion.  11.  They  are  as  welcome 
as  flowers  in  May.  12.  Full  many-a  flower  is  born  to 
blush  unseen.  13.  Where-the  wasp  has  passed-the 
fly  sticks  fast.  14.  Hasty  glory  goes  out  with-a  snuff. 
15.  An  idle  man  is-the  devil's  bolster.  16.  Idleness 
is-a  house  out-of  which  all  sins  come.  17.  It  signi- 
fies nothing  to  play  well  if-you  lose.  18.  The  people 
arose  as  one  man.     19.  I  may  tell  all  my  bones. 

Writing  Exercise  XVII 

1.    On  his  own  saddle  one  rides-the  safest.     2.  Idle- 
ness is-the  root  of  all  evil.     3.  Man  is-a  noble  animal. 

4.  A  man   must   plow  with   such   oxen  as  he  hath. 

5.  A  bushel  of  March  dust  on-the  leaves  is  worth-a 
king's  ransom.  6.  Man  is-an  animal  who  cooks  his 
victuals.  7.  Men,  like  cattle,  follow  him  who  leads. 
8.  The  best  things  are-the  most  difficult.  9.  The 
desire  of  glory  clings  even  to-the  best  men.  10.  All 
shall-be  done  by-the  rule.  11.  He  resolves  to  ruin  or 
to  rule-the  state.  12.  This  is-a  nation  which  has  mil- 
lions for  defence.  13.  We-have  but  small  choice  with 
only  rotten  apples  before  us.  14.  It-is-a  time  when 
all  goes  merry  as-a  marriage  bell.  15.  If  reasons 
were  as  plentiful  as  blackberries  I  would  give  no 
man-a  reason.     16.   Hung  be-the  heavens  with  black. 

17.  He  mingles-a  feast  of  reason  and-a  flow  of  soul. 

18.  Go  where  glory  waits  thee.  19.  What-a  piece  of 
work  is-a  man!  how  noble  in  reason! 


COMPLETE  SHORTHAND  COURSE  135 

TEST    QUESTIONS 

1.  Name  the  strokes  upon  which  the  small  1-hook. 
is  written. 

2.  Give  words  which  will  illustrate  the  difference 
between  the  weh-hook  and  the  1-hook,  and  explain 
the  principle  involved. 

3.  What  is  the  difference  between  the  initial  weh- 
hook  and  the  initial  1-hook  with  respect  to  initial 
vowels  ? 

4.  Suggest  a  reason  for  excluding  the  use  of  the 
1-hook  on  shuh  when  there  is  no  other  stroke  in  the 
outline. 

5.  Why  is  not  the  1-hook  made  small  upon  ruh, 
em,  and  en? 

G.  Give  three  words  which  illustrate  the  meaning 
of  paragraph  149  (a) . 

7.  Give  three  words  which  illustrate  the  meaning 
of  paragraph  149  (b). 

8.  What  word  signs  in  lines  4  and  5,  page  133. 
are  not  written  in  the  position  called  for  by  the  rules 
of  position  writing? 

9.  What  word  signs  in  lines  4  and  5,  page  133 , 
have  not  all  the  consonants  represented  that  are  found 
in  the  words? 

10.  Now  that  word  signs  have  become  quite  numer- 
ous, what  method  have  you  adopted  or  do  you  propose 
to  adopt  for  the  systematic  learning  of  them? 

11.  How  many  times  have  you  read  page  131? 

12.  How  many  times  have  you  read  page  133? 

13.  How  many  times  have  you  written  Exercise 
XVI? 


136  COMPLETE  SHORTHAND  COURSE 

14.    How  many  times  have   you  written  Exercise 
XVII? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  131,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  133,  numbering 
the  lines  in  the  usual  way  ; 

(d)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear  ; 

(e)  Not  less  than  six  copies,  in  shorthand,  of 
Writing  Exercise  XVI ; 

(f)  Not  less  than  four  copies,  in  shorthand,  of 
Writing  Exercise  XVI  in  which  the  vowels  are 
omitted ; 

(g)  Not  less  than  six  copies,  in  shorthand,  of 
Writing  Exercise  XVII ; 

(h)  Not  less  than  four  copies,  in  shorthand,  of 
Writing  Exercise  XVII  in  which  the  vowels  are 
omitted ; 

(i)   Two  shorthand  copies  of  Writing  Exercise  XV. 


TWELFTH   NUMBER 

ANSWERS    TO    TEST    QUESTIONS     IN    TENTH 
NUMBER 

1.  The  n  and  shim-hooks  are  both  final  hooks  and 
are  written  upon  the  same  side  of  curved  strokes.  The 
first  is  a  small  hook  and  the  second  a  large  one. 

2.  The  f  or  v-hook  and  the  shun -hook  may  both 
be  written  on  the  circle  side  of  straight  strokes. 
The  f  or  v-hook  is  the  small  one  and  the  shun- 
hook  is  large. 

3.  The  shun-hook  sometimes  follows  the  iss-circle. 
This  is  the  first  instance  among  the  final  appendages 
of  the  iss-circle  permitting  anything  to  follow  it. 

4.  If  pull  or  kuh  has  an  initial  circle  and  also  a 
shun-hook,  the  shun-hook  should  be  written  on  the 
side  opposite  the  preceding  curve. 

5.  If  tuh  or  duh  has  an  initial  circle  and  a] so  a 
shun-hook,  the  shun-hook  should  be  written  on  the 
side  opposite  the  preceding  curve.  The  exception  to 
the  rule  which  calls  for  the  shun-hook  upon  the  side 
opposite  the  accented  vowel  does  not  apply  to  tuh  and 
duh  when  either  of  these  strokes  is  preceded  by  a  curve. 

137 


138  COMPLETE  SHORTHAND  COURSE 

6.  In  writing  the  words,  if  you  will  be,  as  a  phrase 
and  as  separate  outlines,  it  will  be  found  that  probably 
one-fourth  more  words  can  be  written  when  the  words 
are  phrased  than  when  written  separately.  Thus,  if 
forty  words  are  written  as  separate  words,  fifty  could 
be  written  if  the  words  were  phrased. 

7.  The  tick  for  the  may  be  attached  to  the  preced- 
ing word  only,  while  the  ticks  for  a,  an  or  and  may  be 
attached  to  the  following  word  as  well  as  to  the  pre- 
ceding one. 

8.  The  ascending  stroke  for  I  will  probably  be 
used  more  frequently  than  the  descending  one,  for  the 
reason  that  the  majority  of  strokes  to  which  the  /-tick 
may  be  attached  are  descending  ones.  Descending 
strokes  require  the  ascending  tick,  and  ascending 
strokes  require  the  descending  tick. 

9.  Phrasing  should  be  employed  in  order  to  save 
time  in  writing,  and  also  to  assist  in  reading  the 
written  shorthand. 

10.  So  far  as  possible  the  words  which  form  the 
grammatical  phrase  are  phrased  in  the  written  short- 
hand. While  it  is  impossible,  in  many  cases,  to  unite 
in  a  shorthand  phrase  all  words  which  are  logically 
or  grammatically  connected,  yet  shorthand  outlines 
should  not  be  so  phrased  unless  such  logical  or  gram- 
matical connection  exists  among  the  words  so  joined. 

A  Transcript  op  Page  117 

(Line  1)  mission,  vision,  motion,  notion,  nation, 
evasion,  session,  fashion,  solution,  allusion,  (line  2) 
fiction,  location,  selection,  affection,  vacation,  section, 


COMPLETE  SHORTHAND  COTJESE  139 

deception,  hesitation,  station,  suction,  (line  3)  auction, 
occasion,  education,  reduction,  passion,  action,  edition, 
rotation,  imitation,  addition,  (line  4)  occasional,  dic- 
tionary, rational,  sectional,  auctioneer,  addi- 
tional, stationary,  cautionless,  optional,  cautionary, 
(line  5)  missions,  omissions,  orations,  options, 
libations,  invitations,  exceptions,  sections,  pas- 
sions, cushions,  (line  6)  physician,  decision, 
causation,  accession,  position,  possession,  suppo- 
sition, indecision,  musician,  dispensation.  (Line 
7)  Take  away  the  temptation  and  you  will  take  away 
the  sin.  (Line  8)  Much  caution  does  no  harm.  Your 
young  men  shall  see  visions.  (Line  9)  While  the  earth 
lasts,  fashion  will  lead  us  by  the  nose.  (Line  10)  In 
whom  lies  the  right  to  make  the  laws  of  a  nation? 
(Line  11)  Nothing  is  well  said  or  done  in  a  passion. 
Ambition  has  no  rest.  (Line  12)  Euripides  said  a 
man's  best  possession  is  a  sympathizing  wife.  (Line 
13)  No  man  may  gain  renown  by  imitation  alone. 
(Line  14)  The  extinction  of  party  is  the  origin  of 
faction. 

A  Transcript  of  Page  119 

(Line  1)  you  are,  you  will,  you  will  be,  you  will 
have,  you  will  do,  you  will  think,  you  may,  you 
can,  you  must,  you  should,  (line  2)  you  should  be,  you 
should  have,  you  should  think,  you  are  right,  you  are 
wrong,  if  you,  if  you  will,  if  you  will  do,  if  you  will 
have,  (line  3)  if  you  can,  if  you  should,  if  you  should 
be,  do  you,  do  you  make,  do  you  mean,  have  you,  will 
you,  will  you  make,  (line  4)  in  these,  in  this,  in  those,  in 
each,  in  which, in  much, with  these,  with  this, with  those, 


140  COMPLETE  SHORTHAND  COURSE 

we  think,  we  thank,  (line  5)  take  the,  make  the,  pay 
the,  save  the,  pass  the,  oppose  the,  see  the,  name  the, 
search  the,  run  the,  (line  6)  think  the,  for  the,  have 
the,  in  the,  know  the,  give  the,  are  the,  do  the,  was 
the,  may  the,  (line  7)  take  a,  make  a,  save  a,  see  a, 
run  a,  give  a,  go  a,  for  a,  have  a,  in  a,  (line  8)  and  it, 
and  do,  and  which,  and  for,  and  have,  and  these,  and 
this,  and  those,  an  advantage,  a  toy,  and  they,  (line 
9)  I  will,  I  will  do,  I  will  think,  I  will  have,  I  will 
ask,  I  am,  I  am  sorry,  I  am  always,  I  must,  (line  10) 
I  think,  I  think  so,  I  think  we  have,  I  have,  I  have  no, 
I  have  none,  I  have  taken,  I  shall,  I  shall  do,  I  shall 
say,  (line  11)  of  the,  all  the,  to  the,  on  the,  should  the, 
or  the,  or  a,  but  the,  but  a,  with  the,  with  a,  what  the, 
what  a,  is  the,  is  a,  has  the,  has  a.  (Line  12)  You 
will  be  rich  if  you  will  save  but  a  tenth  of  all  you  earn. 
(Line  13)  First  know  when  you  are  right  and  then  go 
ahead.  If  you  are  willing  to  (line  14)  work  steadfastly 
for  six  days,  you  should  be  given  one  day  for  rest. 

REVIEW 

For  the  successful  study  of  stenography,  with  the 
majority  of  students,  frequent  reviews  are  necessary. 
Whenever  the  pupil  begins  to  have  confused  ideas  of 
the  principles  which  have  been  given,  he  will  find  it 
greatly  to  his  advantage  to  take  a  thorough  review. 
In  the  reading  exercises  if  outlines  are  found  which 
cannot  be  quickly  read,  or  which  seem  to  involve  new- 
principles,  then  the  advance  work  should  be  discon- 
tinued until  the  difficulties  encountered  are  cleared 
away.  To  be  reliably  thorough  must  be  the  first  aim 
of  the  student  of  stenography. 


COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XV 


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COMPLETE  SHORTHAND  COURSE 


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COMPLETE  SHORTHAND  COURSE 


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ADVANCE  WORK  OF  TWELFTH  NUMBER 

THE    R-HOOK 

150.  A  small  initial  hook  on  the  side  opposite  the 
circle  side  of  all  descending  and  horizontal  straight 
strokes  represents  the  sound  of  r.  This  hook  is  like 
the  initial  1-hook  in  that  the  sound  it  represents  follows 
that  of  the  consonant  to  which  it  is  attached. 

151.  The  combinations  thus  formed  are  double 
consonants,  as  in  the  1-hook  series,  and  are  pro- 
nounced per,  ber,  ter,  etc.,  and  not  puh-ar,  buh-ar,  etc. 

152.  The  double  consonants  of  the  r-hook  series 
are  vocalized  in  the  same  way  that  the  double  conso- 
nants of  the  1-hook  series  are  vocalized.  (Paragraph 
141.)     See  lines  1  and  2. 

153.  The  r-hook  is  also  written  on  the  curved  con- 
sonants fuh,  vuh,  thuh,  thuh,  shuh,  and  sshuh.  When 
attached  to  fuh,  vuh,  thuh,  and  thuh,  the  consonants 
are  reversed,  so  that  fuh  and  vuh  with  the  r-hook  are 
like  the  strokes  ar  and  wuh  with  an  initial  hook,  and 
thuh  and  thuh  Avith  the  r-hook  are  like  suh  and  zuh 
with  an  initial  hook.     See  line  3,  fry,  free,  offer,  etc. 

Note. — If  pel,  bel,  tel,  etc.,  are  reversed,  turning  them  half 
around  upon  an  oblique  or  vertical  axis,  the  resulting  characters 
give  the  same  consonants  with  the  r-hook  attached.  Likewise,  if 
fel,  vel,  thel,  and  thel  are  similarly  turned  half  around,  the  double 
consonants  fer,  ver,  ther,  and  ther  are  formed. 

154.  Sher  and  zher  are  regularly  written  with  a 
small  initial  hook,  and  sher  will  not  conflict  with  shel 
for  the  reason  that  shel  is  always  written  upward. 

144 


COMPLETE  SHORTHAND  COURSE 


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146  COMPLETE  SHORTHAND  COURSE 

IRREGULAR    R-HOOK 

155.  The  r-hook  upon  lull  is  made  large  to  distin- 
guish it  from  the  w-hook.  The  double  consonant  thus 
formed  is  pronounced  lor  or  lur.     See  line  1. 

156.  The  r-hook  is  also  written  upon  em  and  en, 
and  is  represented  by  a  small  hook  ;  when  the  r-hook 
is  attached  to  these  strokes  they  are  shaded  so  that 
they  may  not  conflict  with  the  same  strokes  with  the 
weh-hook  upon  them.     See  line  2. 

157.  The  circle  iss  may  be  written  within  the 
r-hook  upon  the  curved  strokes.     See  line  3. 

158.  The  heh-tick  may  be  written  before  any 
double  consonant  to  which  it  will  join  with  an  acute 
angle.     See  line  4. 

Word  signs,  r-hook  series  :  (line  5)  appear,  principal 
or  principle,  practice,  perfect,  liberty,  remember, 
number  or  brother,  truth,  true  ;  (line  6)  doctor,  dear, 
during,  doctrine,  larger,  Christian -ity,  care,  careful-ly, 
degree  ;  (line  7)  from,  over,  very  or  every,  author, 
three,  through,  either,  their  or  there,  other,  sure-ly ; 
(line  8)  pleasure,  measure,  Mr.  or  remark-ed-able- 
ably,  more,  humor,  near  or  nor,  manner,  owner,  never. 

Writing  Exercise  XVIII 
1.  Angels  hear-the  humblest  human  cry.  2.  Asser- 
tion is  no  proof.  3.  He-is-a  sorry  barber  who  lias 
but  one  comb.  4.  A  beggar  nowhere  suffers  from 
famine.  5.  It-is-an  ill  battle  where-the  devil  carries 
the  colors.  6.  The  barber  learns  to  shave  on-the 
orphan's  face.  7.  Small  invitations  will  serve  a  beg- 
gar. 8.  In  civil  broils  the  worst  of  men  may  rise  to 
honor.      9.    Every    one    thinks    his     own    cross-the 


COMPLETE  SHORTHAND  COURSE  147 

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148  COMPLETE  SHORTHAND  COURSE 

heaviest.  10.  Curses  are  like  chickens  ;  they  usually 
come  home  to  roost.     11.    A  new  broom  sweeps  clean. 

12.  As  men,  we  are  all  equal  in-the  presence  of  death. 

13.  Patience  is-a  remedy  for  every  sorrow.  14.  You- 
should   hammer  your  iron    when  it-is  glowing  hot. 

15.  There-are  some  remedies  worse  than-the  disease. 

16.  In  stenography  practice  is-the  best  teacher.  17. 
Every  day  should-be  passed  as  if  it  were  to  be  our  last. 
18.  He  who  has  plenty  of  pepper  will  pepper  his 
cabbage.     19.   Every  one  is-the  son  of -his  own  works. 

Writing  Exercise  XIX 

1.  No  man  knows  what  he  can  do  till  he  tries. 
2.  Everything  is  worth  what  its  purchaser  will  pay 
for  it.  3.  Unless  you  preserve  degree,  the  first  place 
is  safe  for  no  one.  4.  The  best  plan  is,  as-the  common 
proverb  has  it,  to  learn  by-the  folly  of-others.  5.  Vain 
hopes  are  often  like-the  dreams  of-those  who  wake. 
6.  Those  who  wish  to  appear  wise  among  fools, 
among-the  wise  seem  foolish.  7.  Perseverance  is 
more  prevailing  than  violence.  8.  We  learn  from-the 
proverb,  the  best  things  are-the  most  difficult.  9.  It- 
is-a  wise  saying,  drive  on-your  own  track.  10.  Shall 
we  measure  reason  by  size  or  height,  or  by  principle? 
11.  Difficulties  show  what  men  are.  12.  Appear  to 
know  only  this — never  to  fail  nor  fall.  13.  Liberty 
comes  with  Christianity.  14.  The  genuine  essence  of- 
truth  never  dies.  15.  Truth  travels  down  from-the 
heights  of  philosophy  to-the  humblest  walks  of  life. 
16.  The  promises  of  authors  are  like-the  vows  of 
lovers.  17.  Pleasures  may  perfect  us  as  truly  as 
prayer. 


COMPLETE  SHORTHAND  COURSE  149 

TEST    QUESTIONS 

1.  The  r-hook  is  written  upon  the  same  side  of 
straight  strokes  as  what  small  final  hook? 

2.  What  is  a  double  consonant? 

3.  Name  the  curve  strokes  to  which  the  r-hook  is 
attached. 

4.  Name  the  strokes  to  which  the  r-hook  is  not 
attached. 

5.  Name  the  strokes  to  which  the  r-hook  may  and 
the  1-hook  may  not  be  attached. 

6.  Name  the  strokes  to  which  the  1-hook  may  and 
the  r-hook  may  not  be  attached. 

7.  "What  two  curved  strokes  admit  of  a  greater 
number  of  hooks  being  attached  to  them  than  any 
other  curved  strokes  ? 

8.  What  are  the  word  signs  for  large,  larger,  and 
largest? 

9.  Place  the  first  finger  of  each  hand  in  a  vertical 
position  before  you.  Crook  the  fingers  at  the  first  and 
second  joints  in  such  a  way  as  to  represent  initial 
hooks  upon  the  stroke  tuh.  Upon  which  hand  do  you 
find  a  representation  of  the  r-hook  and  upon  which 
hand  do  you  find  a  representation  of  the  1-hook? 
What  do  you  observe  about  this  that  would  always 
enable  you  to  know  which  is  the  r-hook  and  which 
the  1-hook,  if  you  should  become  confused  as  to  which 
side  each  hook  is  written  upon? 

10.  Do  you  find  inconsistencies  in  shorthand?  If 
so,  name  some.  Have  you  observed  that  children 
find  inconsistencies  in  learning  their  mother  tongue? 
Illustrate. 


150  COMPLETE  SHORTHAND  COURSE 

11.  How  many  times  have  you  read  page  145? 

12.  How  many  times  have  you  read  page  147? 

13.  How  many  times  have  you  written  Exercise 
XVIII? 

14.  How  many  times  have  \ou  written  Exercise 
XIX? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  145,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  147,  numbering 
the  lines  in  the  usual  way ; 

(d)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear ; 

(e)  Not  less  than  six  copies,  in  shorthand,  of 
Writing  Exercise  XVIII ; 

(f)  Not  less  than  four  copies,  in  shorthand,  of 
Writing  Exercise  XVIII,  in  which  the  vowels  are 
omitted ; 

/  (g)  Not  less  than  six  copies,  in  shorthand,  of 
Writing  Exercise  XIX  ; 

(h)  Not  less  than  four  copies,  in  shorthand,  of 
Writing  Exercise  XIX,  in  which  the  vowels  are 
omitted ; 

(i)  Two  shorthand  copies  of  Writing  Exercise 
XVI; 

(j)  Two  shorthand  copies  of  Writing  Exercise 
XVII. 


THIRTEENTH   NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  ELEVENTH 
NUMBER 

1.  The  small  1-hook  is  used  upon  the  strokes  puh, 
buh,  tuh,  duh,  chuh,  juh,  kuh,  guh,  full,  vuh,  thuh, 
th-uh,  and  shuh,  when  written  upward. 

2.  The  word  won  is  written  with  the  weh-hook. 
The  sound  represented  by  the  hook  is  the  first  uttered 
in  the  pronunciation  of  the  word.  The  word  play  is 
written  with  the  1-hook.  The  sound  represented  by 
the  hook  is  uttered  after  the  sound  of  the  consonant 
stroke  to  which  the  hook  is  attached.  The  hooks  are 
alike,  but  the  place  of  giving  their  sounds  is  different. 

3.  When  the  initial  weh-hook  is  used  a  vowel  can 
not  precede  it;  when  the  initial  1-hook  is  used,  form- 
ing a  double  consonant,  a  vowel  may  precede  it. 

4.  When  the  1-hook  is  written  upon  shuh  the 
combination  must  be  written  upward  ;  the  resulting 
outline  is  the  same  as  is  obtained  by  placing  the  final 
n-hook  on  shuh,  written  downward,  and  unless  there 
is  another  stroke  joined  to  the  shel  the  direction  of 
writing  will  not  be  shown. 

5.  The  1-hook  upon  em,  en  and  ruh  can  not  be 
represented  by  a  small  hook,  for  the  reason  that  such 
a  hook  upon  these  strokes  is  the  weh-hook. 

6.  The  outlines  for  play,  glue  and  fly  illustrate 
the  use  of  the  double  consonant  when  there  is  no 
vowel  sound  between  the  stroke  and  its  hook. 

7.  The  outlines  for  evil,  shovel  and  special   illus- 

151 


1£2  COMPLETE  SHORTHAND  COURSE 

trate  the  use  of  the  double  consonant  when  there  is  a 
vowel  sound  between  its  stroke  and  its  hook. 

8.  The  following  words,  which  occur  in  lines  4 
and  5  on  page  133,  are  not  in  the  position  called  for 
by  the  rules  of  position  writing :  people,  till,  de- 
liver-ed-y,  children,  difficult-y. 

9.  The  following  words,  which  occur  in  lines  4 
and  5  on  page  133,  have  not  all  the  consonant  sounds 
represented  in  their  respective  word  signs  :  people, 
belong,  until,  deliver-ed-y,  children,  angel,  difficult-y, 
glory,  withal,  million. 

10.  To  memorize  word-signs  offers  but  little 
trouble  to  many  and  is  a  trying  task  to  others.  It  is 
well  to  prepare  an  alphabetical  list  of  all  word-signs 
and  then  read  them  over  several  times  each  day.  An 
excellent  plan  is  to  have  some  one  read  to  you  from  a 
longhand  list,  which  you  have  previously  prepared, 
and  write  the  signs  as  you  hear  the  words  spoken. 

A  Transcript  of  Page  131 

(Line  1)  ply,  plea,  glee,  play,  blow,  clay,  glow, 
plow,  clue,  glue,  (line  2)  eagle,  idle  or  idol,  apply, 
opal,  able,  ably,  ogle,  addle,  apple,  oblige,  (line  3) 
flee,  fly,  flaw,  flock,  flay,  flow,  flew,  shelf,  shellback, 
shellac,  (line  4)  evil,  awful,  awfully,  awfulness, 
evilness,  Eiffel,  oval,  Ethel,  afflict,  affluence,  (line  5) 
fickle,  giggle,  official,  initial,  pliable,  pebble,  local, 
table,  special,  chattel,  (line  6)  novel,  ripple,  feeble, 
ruffle,  reclaim,  noble,  couple,  implore,  battle, 
cavalry,  (line  7)  sickle,  civil,  cycle,  feasible,  sable, 
disclaim,  displease,  saddle,  satchel,  classical.  (Line  8) 
Afflictions  are  the  best  blessings   in  disguise.     The 


COMPLETE  SHORTHAND  COURSE  153 

anvil  fears  no  blows.  (Line  9)  Nothing  but  a  battle 
lost  can  be  so  melancholy  as  a  battle  won.  (Line  10) 
Where  you  lost  your  cloak,  seek  it.  Civility  costs 
nothing.  (Line  11)  Cast  a  bone  in  the  devil's  teeth 
and  it  will  save  you.  (Line  12)  Eagles  fly  alone  but 
sheep  flock  together.  The  fiddle  makes  the  feast. 
(Line  13)  Evil  comes  upon  us  all  at  once  like  sticks 
upon  a  dog.  (Line  14)  Blame  is  the  lazy  man's 
wages.     Idleness  has  poverty  for  wages. 

A  Transcript  of  Page  133 
(Line  1)  final,  penal,  tunnel,  panel,  canal,  chan- 
nel, spinal,  signal,  (line  2)  flannel,  nominal,  spiral, 
rural,  mural,  animal,  family,  camel,  (line  3)  exceed- 
ingly, appealingly,  glowingly,  bloomingly,  obligingly, 
alarmingly,  affectingly,  relishingly,  (line  4)  people, 
belong-ed,  belief  or  believe,  until,  till  or  tell,  deliver- 
ed-y,  children,  angel,  call,  difficult-y,  glory,  (line  5) 
follow-ed,  full-y,  value-d,  withal,  real-ly,  rail,  rule, 
million,  only,  unless.  (Line  6)  Philosophy  will  clip 
an  angel's  wings.  He  plays  best  who  wins.  (Line  7) 
Sudden  glory  soon  goes  out.  Applause  is  the  root  of 
abuse.  (Line  8)  Most  people  judge  men  only  by 
success.  Even  the  devil  has  rights.  (Line  9)  Believe 
no  man  in  his  own  cause.  Idle  dogs  worry  sheep. 
(Line  10)  Lo,  in  glory's  lap  they  lie  !  Idle  folks  lack 
no  excuses.  (Line  11)  Evil  to  him  who  evil  thinks. 
Evil  is  soon  believed.  (Line  12)  The  devil  hath 
power  to  assume  a  pleasing  shape.  (Line  13)  Children 
tell  in  the  highway  what  they  hear  by  the  fireside. 
(Line  14)  A  bag  full  of  flour  and  a  purse  full  of 
money  are  the  best  relations. 


154 


COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XVI 


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COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XVII 


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156  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XV 

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COMPLETE  SHORTHAND  COURSE  157 

Writing  Exercise  XV,  without  Vowels 

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ADVANCE  WORK   OF    THIRTEENTH  NUMBER 

TRIPLE    CONSONANTS 

159.  By  the  addition  of  the  circle  iss  to  the 
double  consonants  a  series  of  triple  consonants  is 
formed.  By  a  triple  consonant  is  meant  the  occur- 
rence of  three  consonant  sounds  in  the  same  syllable 
without  any  intervening  vowel. 

160.  To  form  the  triple  consonants  of  the  1-hook 
series  and  of  the  r-hook  series  on  the  curved  strokes, 
the  circle  is  written  within  the  hook.     See  line  1. 

161.  To  form  the  triple  consonants  of  the  r-hook 
series  upon  the  straight  strokes,  the  r-hook  is  changed 
into  a  circle  and  thus  represents  both  the  hook  and 
the  circle.  (Compare  paragraph  118.)  If  there  is  a  pre- 
ceding stroke  the  circle  is  then  placed  within  the  hook, 
the  same  as  in  the  1-hook  series.     See  lines  2  and  3. 

162.  In  addition  to  their  use  as  real  triple  con- 
sonants these  characters  are  used  to  represent  words 
in  which  occur  a  combination  of  the  circle  iss,  some 
vowel  and  a  double  consonant.  (See  paragraphs  145 
and  157.) 

163.  It  frequently  becomes  necessary  to  flatten 
the  circle  to  indicate  the  hook.     See  line  4. 

164.  After  duh,  the  triple  consonants  skr,  sgr,  sfr, 
and  svr  are  more  conveniently  written  as  in  line  5. 

165.  The  stuh  loop  may  be  written  on  the  side 
opposite  the  circle  side  of  straight  strokes  to  represent 
st  and  the  r-hook.     See  line  6. 

158 


COMPLETE  SHORTHAND  COURSE  159 

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160  COMPLETE  SHORTHAND  COURSE 

THE    LARGE    W-HOOK 

166.  A  large  initial  hook  written  on  the  circle 
side  of  tub,  duh,  kuh,  and  guh,  forms  the  double 
consonants  twuh,  dwuh,  kwnh  and  gwuh. 

167.  These  double  consonants  are  vocalized  as  the 
small-hook,  double  consonants  are.     See  line  1. 

168.  While  these  large-hook,  double  consonants 
are  usually  found  at  the  beginning  of  words  they 
may  be  used  after  other  consonants  if  the  resulting 
outlines  can  be  conveniently  written.     See  line  2. 

169.  The  circle  iss  may  precede  the  large  w-hook 
by  writing  it  within  the  hook.     See  line  3. 

Word-signs  in  line  4 :  describe,  description, 
descriptive,  surprise,  express,  expression,  suppres- 
sion, experience,  skill,  skillful-ly ;  line  5 :  scale, 
school,  twelve-fth,  question,  cipher,  safer,  civil, 
civilize,  civilized,  civilian,  civilization. 

Note. — The  word-signs  which  have  to  be  memorized  are  those 
which  are  either  written  out  of  position  or  do  not  contain  a  repre- 
sentation of  all  consonants  heard  in  the  uttered  word.  In  fact,  if 
an  outline  represents  all  the  consonants  and  is  written  in  position, 
it  is  not  a  word-sign  in  the  strictest  sense,  but  is  simply  an  outline 
written  without  vowels.  It  is  convenient,  however,  to  include  in 
the  lists  of  word-signs  outlines  which  are  peculiarly  illustrative  of 
principles  under  discussion. 

Writing  Exercise  XX 

1.  Experience  is  our  only  teacher,  both  in  war  and 
in  peace.  2.  Sloth  makes  all  things  difficult,  but  in- 
dustry all  things  easy.  3.  Snarl  if  you  please,  but- 
you  shall  snarl  in  vain.  4.  Prosperity  is  to-the 
human  breast  like-a  sunny  south  wall  to-a  peach. 
5.    Man   knows  nothing   but    what    he   learns  from 


COMPLETE  SHORTHAND  COURSE 


161 


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162  COMPLETE  SHORTHAND  COURSE 

experience.  6.  We  should  desire  few  things  with 
eagerness  if  we  well  knew  the  worth  of  what  we 
strive  for.  7.  Mental  strength  rests  in  sobriety, 
for-this  keeps-the  reason  free  from  passion.  8. 
Scarcely  anything  is  perfectly  plain  but  what-is  also 
perfectly  common.  9.  See  what-a  scourge  is  laid 
upon  your  hate  when  heaven  gives  means  to  kill  your 
joys  with  love.  10.  Skill  surpasses  strength.  11. 
There-are  proselytes  from  atheism  but  none  from 
superstition.  12.  A  busy  life  gives  health,  sobriety, 
and  morals.  13.  Shallow  streams  make  most  din. 
14.    Everyone  should  exercise  discretion  in  all  things. 

Writing  Exercise  XXI 

1.  Twenty  people  can  gain  money  for-one  who  can 
use  it.  2.  Quick  steps  are  best  over  miry  soil. 
3.  Quick  to  borrow  is  always  slow  to  pay.  4.  Small 
service  is  true  service  while  it  lasts.  5.  Experience 
is-the  best  teacher,  only-the  school  fees  are  heavy. 
6.  We  may  see  glances  of  real  beauty  in-the  faces  of- 
those  who  dwell  in  true  meekness.  7.  In-the  as- 
surance of  strength  there-is  strength,  and-they-are-the 
weakest,  however  strong,  who  have-no  faith  in-their 
own  power.  8.  Twist  ye,  twine  ye  !  even  so,  mingle 
shades  of  joy  and  woe,  hope  and  fear,  and  peace  and 
strife,  in-the  thread  of  human  life.  9.  When  two 
quarrel,  both  are  to  blame.  10.  To  answer-a  ques- 
tion so   as  to   allow   no  reply  is-the  test  of-a  man. 

11.  Nothing  is  safer  than  despatch  in  civil  quarrels. 

12.  Increased  means  and   increased   leisure   are-the 
two  civilizers  of  men. 


COMPLETE  SHORTHAND  COURSE  163 

TEST    QUESTIONS 

1.  Give  five  words,  taken  from  page  159,  in  which 
the  iss  of  the  triple  consonant  is  in  one  syllable  and 
the  double  consonant  in  another. 

2.  Give  five  words,  taken  from  page  159,  in  which 
there  is  a  vowel  between  the  iss  of  the  triple  con- 
sonant and  the  double  consonant  part. 

3.  Why  is  it  sometimes  necessary  to  flatten  the 
circle  to  indicate  the  hook? 

4.  State  why  the  circles  in  line  5,  page  159,  may 
not  be  read  simply  as  circles  between  the  dull  and  the 
following  stroke. 

5.  Cite  the  paragraph  previous  to  165  in  which 
the  loop  for  st  is  found  to  indicate  something  more 
than  st. 

6.  Name  all  the  consonants  which  take  a  large 
initial  hook,  telling  in  each  case  what  the  hooks  on 
such  consonants  represent. 

7.  When  the  iss  circle  is  written  within  the  large 
w-hook,  in  what  order  do  the  sounds  occur  which  are 
represented  by  the  circle,  hook  and  consonant? 

8.  What  sounds  does  q  always  represent? 

9.  What  consonant  is  omitted  in  the  word-signs 
for  express,  expression  and  experience? 

10.  What  is  a  word-sign? 

11.  How  many  times  have  you  read  page  159? 

12.  How  many  times  have  you  read  page  161? 

13.  How  many  times  have  you  written  Exercise 
XX? 

14.  How  many  times  have  you  written  Exercise 
XXI? 


164  COMPLETE  SHORTHAND  COURSE 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  159,  numbering 
the  lines  in  the  usual  way ; 

(c)  A  longhand  transcript  of  page  161,  numbering 
the  lines  in  the  usual  way  ; 

(d)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear ; 

(e)  Not  less  than  six  copies,  in  shorthand,  of 
Writing  Exercise  XX ; 

(f)  Not  less  than  four  copies,  in  shorthand,  of 
Writing  Exercise  XX,  in  which  the  vowels  are 
omitted ; 

(g)  Not  less  than  six  copies,  in  shorthand,  of 
Writing  Exercise  XXI ; 

(h)  Not  less  than  four  copies,  in  shorthand,  of 
Writing  Exercise  XXI,  in  which  the  vowels  arc 
omitted ; 

(i)   Two   shorthand   copies   of    Writing    Exercise 

XVIII,  without  vowels ; 

(j)  Two    shorthand   copies    of    Writing    Exercise 

XIX,  without  vowels. 


FOURTEENTH   NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  TWELFTH 

NUMBER 

1.  The  r-hook  is  written  upon  the  same  side  of 
straight  consonants  as  the  n-hook. 

2.  A  double  consonant  is  the  combination  of  two 
consonants  in  the  same  syllable  without  any  inter- 
vening vowel,  or  with  only  an  obscure  vowel  between. 

3.  The  r-hook  is  attached  to  the  curved  conso- 
nants, fuh,  vuh,  thuh,  tkuh,  shuh,  zhuh,  em,  en,  and 
luh. 

4.  The  r-hook  is  not  attached  to  the  following 
strokes  :  suh,  zuh,  ar,  yuh,  wuh,  emp,  and  ung. 

5.  The  r-hook  may  and  the  1-hook  may  not  be 
attached  to  the  strokes  zhuh  and  luh. 

6.  The  1-hook  may  and  the  r-hook  may  not  be 
attached  to  the  strokes  ruh  and  ung. 

7.  Of  the  curved  strokes,  em  and  en  admit  of  a 
greater  number  of  hooks  being  attached  than  any 
others. 

8.  The  word  signs  for  large,  larger,  and  largest,  are 
juh  third,  juh-r-hook  third,  juh-est  third. 

9.  By  crooking  the  first  finger  of  each  hand,  a 
representation  of  the  r-hook  is  found  upon  the  right 
hand,  and  of  the  1-hook  upon  the  ?eft  hand.  The  first 
letter  of  right  suggests  the  r-hook,  and  the  first  letter 
of  left  suggests  the  1-hook. 

10.  There  are  inconsistencies  in  shorthand.  We 
are  taught  to  write  short  outlines  in  the  position  indi- 

165 


166  COMPLETE  SHORTHAND  COURSE 

cated  by  the  accented  vowel,  and  yet  the  majority  of 
word  signs  are  written  in  some  other  position.  In  the 
first  initial  appendages  studied,  the  appendage  was 
read  before  the  consonant,  while  with  the  1-hook  and 
the  r-hook,  we  find  the  appendage  read  after  the  con- 
sonant. We  are  led  to  feel  that  words  composed  of 
syllables  which  are  themselves  words,  should  be  writ- 
ten by  combining  the  signs  which  represent  the  syl- 
lables when  standing  alone  ;  and  yet  always  and  into 
are  not  combinations  of  the  signs  which  stand  for  the 
separate  syllables. 

Children  find  many  inconsistencies  in  learning 
their  mother  tongue.  They  find  that  most  verbs  form 
the  past  tense  by  the  addition  of  d  or  ed,  and  this 
causes  them  to  say,  "  we  runned  away,"  "he  singed 
a  song,"  and  "  they  goed  away."  Because  nearly  all 
adjectives  are  regularly  compared,  they  say  "  gooder," 
11  worser,"  and  "  littler." 

A  Transcript  of  Page  145 

(Line  1)  try,  tree,  dry,  cry,  crow,  grow,  prow, 
brew,  crew,  grew,  (line  2)  eager,  agree,  upper,  utter, 
udder,  etcher,  acre,  outer,  euchre,  accrue,  (line  3)  fry, 
free,  offer,  ether,  fray,  aver,  throw,  through  or  threw, 
thrust,  throne,  (line  4)  fifer,  fisher,  vigor,  increase, 
shrimp,  shrine,  vapor,  loafer,  flavor,  fresh.  (Line  5) 
It  takes  two  to  make  a  bargain.  If  wishes  were 
horses  (line  6)  then  beggars  would  ride.  Many  are 
brave  when  the  enemy  flies.  (Line  7)  Courage  ought 
to  have  eyes  as  well  as  arms.  (Line  8)  He  is  rich 
in  Heaven's  best  treasures,  peace  and  health.  (Line  9) 
My  soul  is  in  arms  and  eager  for  the  fray.     (Line  10) 


COMPLETE  SHORTHAND  COURSE  167 

Bribes  throw  dust  into  cunning  men's  eyes.  All 
laws  are  (line  11)  broken  to  obtain  the  crown.  An 
idle  brain  is  the  devil's  workshop.  (Line  12)  Flowers 
are  the  poetry  of  earth  as  stars  are  the  poetry  of 
Heaven.  (Line  13)  None  but  the  brave  deserves  the 
fair.  Such  graves  as  his  (line  14)  are  pilgrim  shrines. 
Beauty  draws  us  with  a  single  hair. 

A  Transcript  of  Page  147 

(Line  1)  collar,  scholar,  killer,  Schiller,  kneeler, 
nailer,  color,  cooler,  learn,  learned,  (line  2)  glimmer, 
drummer,  clamor,  rammer,  armour,  minor,  dinner,  tin- 
ner, finer,  tanner, (line  3)simmer,  sinner,  signer,  cipher, 
suffer,  safer,  savor,  savory,  soother,  sooner,  (line  4) 
hopple,  hobble,  Hebrew,  hydra,  hovel,  header,  huddle, 
hosiery,  huger,  Hoosier,  (line  5)  appear,  principle  or 
principal,  practice,  perfect,  liberty,  remember,  num- 
ber or  brother,  truth,  true,  (line  6)  doctor,  dear,  during, 
doctrine,  larger,  Christian-ity,  care,  careful-ly,  degree, 
(line  7)  from,  over,  very  or  every,  author,  three, 
through,  either,  there  or  their,  other,  sure-ly,  (line  8) 
pleasure,  measure,  Mr.  or  remark-ed-able-ably,  more, 
humor,  near  or  nor,  manner,  owner,  never.  (Line  9) 
Many  cares  make  the  head  white.  Every  house  has 
its  cross.  (Line  10)  There  is  a  courage  which  grows 
out  of  fear.  Cleave  to  the  crown  (line  11)  though  it 
hang  on  a  bush.  Be  what  you  appear  to  be.  (Line  12) 
Persons  often  increase  in  size  at  the  expense  of  their 
brains.  (Line  13)  Their  game  was  empires  and  their 
stakes  were  thrones,  their  table,  earth,  their  (line 
14)  dice  were  human  bones.  Every  man  thinks  his 
own  burden  the  heaviest. 


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168  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XVIII 

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COMPLETE  SHORTHAND  COURSE 

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170  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XVI,  without  Vowels 

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COMPLETE  SHORTHAND  COURSE  171 

Writing  Exercise  XVII,  without  Vowels 

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ADVANCE  WORK  OF  FOURTEENTH  NUMBER 

THE    HALF    LENGTHS 

170.  By  making  a  stroke  half  its  regular  length,  a 
letter  is  added.  To  the  light  strokes  t  is  added,  and 
to  the  heavy  ones  d  is  added.     See  lines  1  and  2. 

171.  The  regular  rules  for  vocalizing  outlines 
apply  to  those  containing  half  lengths.  A  vowel  fol- 
lowing a  half  length  must  be  read  immediately  after 
the  stroke  and  before  the  added  t  or  d.     See  line  3. 

172.  First  and  second  positions  for  half  lengths 
are  the  same  as  for  full  lengths ;  namely,  above  and 
on  the  line.  Third  position  for  half  lengths  is  below 
the  line.     See  line  4. 

173.  Initial  circles,  ticks,  loops,  and  hooks  are 
attached  to  half  lengths  just  as  to  full  lengths.  See 
lines  5  and  6. 

174.  Final  circles,  loops,  and  hooks  are  written  on 
the  half  lengths.  In  such  cases  the  added  t  or  d  pre- 
cedes the  final  circle  or  loop,  but  follows  the  final 
hook.     See  lines  7  and  8. 

175.  Either  t  or  d  is  added  to  single  half  lengths 
if  there  is  a  final  hook  upon  them.  See  line  9,  pint  or 
pined,  joint  or  joined,  etc. 

176.  The  halving  principle  can  not  be  used  if  the 
added  t  or  d  is  followed  by  a  final  vowel. 

177.  When  suh  is  made  half  length,  it  may  be 
written  upward  or  downward  according  to  conve- 
nience. In  such  words  as  finest,  gruffest,  and  nicest, 
it  will  be  more  convenient  to  write  it  upward. 

172 


COMPLETE  SHORTHAND  COURSE 


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174  COMPLETE  SHORTHAND  COURSE 

SPECIAL    CASES    IN    HALF    LENGTHS 

178.  Either  t  or  d  may  be  added  to  the  single 
strokes  ar,  em,  and  en.  If  t  is  added  the  half  length 
is  made  light,  and  if  d  is  added  the  half  length  must 
be  shaded.     See  line  1. 

179.  Wuh,  ump,  and  ung  are  never  made  half 
length. 

180.  T  is  added  to  lull  when  it  is  made  half 
length,  and  d  is  added  to  el  (downward),  which  must 
always  be  shaded  when  made  half  length.     See  line  2. 

181.  Yuh  is  never  made  half  length. 

182.  Huh  is  made  half  length  only  when  it  is 
joined  to  some  other  consonant  or  has  a  hook  attached 
to  it.     See  line  3. 

183.  The  halving  principle  can  not  be  used  if  the 
half  length  would  be  a  continuation  of  the  preceding 
stroke.     See  line  4. 

184.  Verbs  whose  present  tense  forms  end  in  t 
form  the  past  tense  by  writing  a  disjoined  half  length 
t,  close  to  the  preceding  consonant.     See  line  5. 

Half  Length  Word  Signs — (line  6)  about,  did,  did 
not,  do  not,  doubt,  could,  can  not,  got,  good  or  get, 
after,  fact,  (line  7)  that,  without,  let,  immediate-ly, 
made,  not,  nature,  under,  hand,  lord  or  read,  word. 

Writing  Exercise  XXII 

1.  Not  in  Nature  but  in  man  is  all-the  beauty  and- 
the  worth  he  sees.  2.  Let  us  not  strive  to  rise  too  high 
that-we  may  not  fall  too  low.  3.  Must  is-a  hard  nut  to 
crack  but  it-has-a  sweet  kernel.  4.  Fortune  is  merry 
and  in-this  mood  will  give  us  anything.     5.   Good  and 


COMPLETE  SHORTHAND  COURSE 


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176  COMPLETE  SHORTHAND  COURSE 

bad  men  are  less  so  than  they  seem.  6.  Grammar 
knows  how  to  lord  it  over  kings  and-with  high  hand 
make  them  obey.  7.  Governments  exist  only  for-the 
good  of- the  people.  8.  Half-the  ills  we  hoard  within 
our  hearts  are  ills  because  we  hoard  them.  9.  Hard 
work  is  still-the  road  to  prosperity  and-there-is-no- 
other.  10.  Good  is  not  got  without  grief.  11.  Have- 
you  not  heard  it  said  full  oft,  a  woman's  nay  doth 
stand  for  naught?  12.  Good  deeds  in-this  life  are 
coals   raked   up  in  embers  to-make-a  fire  next   day- 

13.  God    defend    me    from-the    man    of    one   book! 

14.  Good  laws  often  proceed  from  bad  manners. 

Writing  Exercise  XXIII 

1.  Not  fame  but  that  which  it  merits  is  what-a 
man  should  esteem.  2.  Nature  and  Nature's  laws 
lay  hid  in  night,  God  said  ]et  Newton  be  and  all  was 
light.  3.  Laws  are  not  made  like  nets  to  catch,  but 
like  sea  marks  to  guide.  4.  No  man  can  read  with 
profit  that  which  he  can-not  learn  to  read  with  pleas- 
ure. 5.  Old  birds  are  hard  to  pluck.  6.  Not  that  1 
loved  Caesar  less  but  that  I  loved  Rome  more.  7.  Doubt 
of  any  sort  can-not-be  removed  except  by  action. 
8.  Expert  men  can  execute,  but  learned  men  are  more 
fit  to  judge  and  censure.  9.  Faiths  that  are  different  in 
their  roots,  where-the  will  is  right  and-the  heart  is 
sound,  are  much-the  same  in-their  fruits.  10.  Nature 
counts  nothing  that  she  meets  witli  base,  but  lives  and 
loves  in-every  place.  11.  From-a  bad  paymaster,  get 
what  you-can. 


COMPLETE  SHORTHAND  COURSE  177 

TEST    QUESTIONS 

1.  Name  the  four  classes  of  different  length  char- 
acters that  have  been  used  up  to  and  including  the 
present  lesson.  Give  them  in  the  order  of  their 
lengths. 

2.  If  a  single,  light  consonant,  such  as  puh,  tuh, 
chuh,  kuh,  fuh,  etc.,  is  followed  by  the  sound  of  d, 
how  must  the  d  be  represented? 

3.  Do  all  the  word  signs  of  this  lesson  comply  with 
the  principle  set  forth  in  your  answer  to  the  second 
question? 

4.  If  a  single,  heavy  consonant  is  followed  by  the 
sound  of  t,  as  in  such  words  as  bite,  debt,  feed,  etc., 
how  must  the  t  be  represented? 

5.  Give  some  word  signs  that  occur  in  this  lesson 
that  are  not  in  accord  with  the  principle  given  in  your 
answer  to  the  fourth. 

6.  If  an  outline  consists  of  a  half  length  consonant, 
a  following  vowel,  a  final  hook  and  a  final  circle,  in 
what  order  should  the  sounds  represented  be  read? 

7.  Name  the  different  ways  in  which  the  sound  of 
t  may  be  represented. 

8.  Suggest  a  reason  for  the  statement  that  the 
halving  principle  can  not  be  used  if  the  half  length 
would  be  a  continuation  of  the  preceding  stroke. 

9.  Name  the  consonants  which,  as  simple  conso- 
nant strokes,  admit  of  the  addition  of  either  t  or  d  by 
being  made  half  length. 

10.  Distinguish  between  the  word  signs  for  we  or 
with,  and  that. 

11.  How  many  times  have  you  read  page  173? 


178  COMPLETE  SHORTHAND  COURSE 

12.  How  many  times  have  you  read  page  175? 

13.  How  many  times  have  you  written  Exercise 
XXII?    ' 

14.  How  many  times  have  you  written  Exercise 
XXIII? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  173,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  175,  numbering 
the  lines  in  the  usual  way  ; 

(d)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear ; 

(e)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXII ; 

(f)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXII,  in  which  the  vowels  are 
omitted  ; 

(g)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXIII ; 

(h)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXIII,  in  which  the  vowels  are 
omitted  ; 

(i)   Two   shorthand   copies   of    Writing    Exercise 

XX,  without  vowels ; 

(j)  Two   shorthand   copies    of    Writing    Exercise 

XXI,  without  vowels. 


FIFTEENTH  NUMBER 

ANSWERS   TO   TEST   QUESTIONS  IN    THIR- 
TEENTH  NUMBER 

1.  The  following  words,  taken  from  page  159,  have 
the  iss  of  the  triple  consonant  in  one  syllable  and  the 
double  consonant  part  in  another :  pas-try,  dis-trust, 
massa-cre,  dis-close,  ex-plosive. 

2.  The  following  words,  taken  from  page  159,  have 
a  vowel  between  the  iss  of  the  triple  consonant  and 
the  double  consonant  part :  massacre,  disciple,  classi- 
cal, feasible,  desecration,  disagree,  decipher. 

3.  In  some  cases,  if  the  circle  were  not  flattened 
to  indicate  the  hook,  the  outline  would  be  read  as 
with  a  circle  alone,  for  the  reason  that  it  appears  just 
as  an  outline  would  which  contained  the  circle  and  no 
hook. 

4.  In  line  5,  page  159,  the  circles  between  the  duhs 
and  the  following  strokes  may  not  be  read  simply  as 
circles,  for  to  read  them  so  they  must  appear  on 
the  outside  of  the  angles,  according  to  the  principle  set 
forth  in  paragraph  80. 

5.  In  paragraph  119  is  found  a  use  of  the  loop  for 
st  which  provides  for  the  representation  of  n  in  addi- 
tion to  the  nominal  value  of  the  loop. 

6.  The  following  consonants  take  a  large  initial 
hook  to  represent  1 :  em,  en,  ung,  and  run.    Tuh,  duh, 

179 


180  COMPLETE  SHORTHAND  COURSE 

kuh,  and  guh  take   a  similar  hook  to  represent  w. 
Lull  takes  a  large  initial  hook  to  represent  r. 

7.  When  the  iss  circle  is  written  within  a  large 
w-hook,  the  consonants  represented  are  read  in  this 
order :  the  circle,  the  consonant  stroke,  and  the  hook. 

8.  Q  and  u,  taken  together,  since  u  always  follows 
q,  represent  the  sounds  of  kuh-wuh. 

9.  In  the  word  signs  for  express,  expression,  and  ex- 
perience, the  consonant  kuh  is  omitted. 

10.  A  word  sign  is  a  contracted  outline,  a  full  out- 
line written  out  of  position,  or  an  outline  which  does 
not  conform  to  the  general  rules  of  the  subject. 

A  Transcript  of  Page  159 

(Line  1)  splice,  spliced,  splicer,  spleen,  splay, 
splotch,  splatter,  splutter,  splash,  splasher,  (line  2) 
spry,  spree,  strife  or  strive,  straw,  screen,  sprain, 
spread,  scribble,  straddle,  straggle,  (line  3)  pastry, 
distrust,  destroy,  westerly,  massacre,  disclose,  disciple, 
display,  disclaim,  classical,  (line  4)  explosive,  feasible, 
visible,  dispraise,  disprove,  explain,  whisper,  pre- 
scribe, prescription,  subscribe,  (line  5)  descry, 
discourage,  desecration,  disagree,  disgrace,  decipher, 
disfranchise,  dissever,  disaffirm,  disaffirmation,  (line  6) 
steeper,  stopper,  stepper,  stutter,  stager,  staker,  stag- 
ger, stupor,  stabber,  stouter.  (Line  7)  In  common 
things  the  law  of  sacrifice  takes  the  form  of  positive 
duty.  (Line  8)  A  sadder  and  a  wiser  man  he  rose  the 
morrow  morn.  (Line  9)  Screw  your  courage  to  the 
sticking-place.  All  true  work  is  sacred.  (Line  10) 
There  is  a  reaper  whose  name  is  death,  who  has  a 


COMPLETE  SHORTHAND   COURSE  181 

sickle  keen.  (Line  11)  The  rose  is  the  fairest  flower 
of  spring.  Strike  for  the  green  graves  (line  12)  of 
your  sires.  Such  screams  to  hear!  such  sights  to  see! 
(Line  13)  The  green  grass  floweth  like  a  stream  into 
the  ocean's  blue.  (Line  14)  Know  how  sublime  a 
thing  it  is  to  suffer  and  be  strong. 

A  Transcript  op  Page  161 

(Line  1)  twice,  twist,  twine,  dwell,  dwarf,  queen, 
quest,  Guinevere,  Guelph,  guan,  (line  2)  require,  in- 
quire, liquid,  loquacious,  inquisition,  Piqua,  adequacy, 
(line  3)  squeeze,  squaw,  squib,  squad,  squash,  exqui- 
site, disquiet,  disquisition,  obsequies,  (line  4)  describe, 
description,  descriptive,  surprise,  express,  expression, 
suppression,  experience,  skill,  skillful-ly,  (line  5)  scale, 
school,  twelve-fth,  question,  cipher,  suffer,  civil,  civi- 
lize, civilized,  civilian,  civilization.  (Line  G)  Experi- 
ence keeps  a  dear  school,  but  fools  will  learn  in  no 
other.  (Line  7)  Inquire  where  the  Quaker  dwells  and 
you  will  receive  a  civil  answer.  (Line  8)  We  hear  of 
the  warcries  of  the  Guelphs  and  Ghibellines  for  the 
first  time  (line  9)  in  the  middle  of  the  twelfth  century. 
Come,  give  us  the  best  of  your  quality.  (Line  10) 
Quotations  may  preserve  the  wisdom  of  the  wise 
and  experience  of  ages.  (Line  11)  Unless  experi- 
ence be  a  jewel,  I  have  purchased  at  an  enormous 
rate.  (Line  12)  General  Wolfe,  with  but  a  small  quota 
of  men,  took  Quebec  in  1759.  (Line  13)  Weakness  on 
both  sides  is,  as  we  know,  the  motto  of  all  quarrels. 
(Line  14)  Ask  me  no  questions  and  I'll  tell  you  no 
fibs. 


182 


COMPLETE  SHORTHAND  COURSE 


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COMPLETE  SHORTHAND   COURSE  183 

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COMPLETE  SHORTHAND  COURSE 


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COMPLETE  SHORTHAND  COURSE  185 

Writing  Exercise  XIX,  without  Vowels 

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ADVANCE  WORK  OF  FIFTEENTH  NUMBER 

DOUBLE    LENGTHS 

185.  By  making  certain  consonants  twice  their 
usual  length,  another  syllable  is  added. 

186.  Only  the  curved  strokes  may  be  written 
double  length. 

187.  When  ung  is  made  double  length,  ker  or  ger 
is  added.     See  line  1. 

188.  When  emp  or  emb  is  made  double  length,  er 
is  added.     See  line  2. 

189.  When  the  other  curved  consonants  are  made 
double  length,  some  one  of  the  syllables  ter,  der,  ther 
ort&er  is  added.  Usually  the  syllable  ter  or  der  will 
be  added,  and  if  not  either  of  them,  then  ther  or  ther 
will  be  added.     See  lines  3  and  4. 

190.  Double  length  consonants  are  vocalized  as 
the  half  lengths.  Hence  a  vowel  following  a  double 
length  stroke  must  be  read  before  the  added  syllable. 

191.  When  a  double  length  is  written  in  position 
it  should  be  begun  at  the  same  point  a  regular  length 
would  be  begun  if  it  were  written  in  the  same  position. 

192.  When  the  n-hook  is  attached  to  a  double 
length  it  is  read  after  the  added  syllable.  See  the 
word  signs. 

Double  Length  Word  Signs — (line  5)  neither  or 
entire,  order,  water,  modern,  northern,  eastern,  mat- 
ter or  mother,  (line  6)  voter,  letter,  weather,  another, 
hunger  or  younger,  latter,  father. 

All  of  the  fundamental  principles  of  shorthand 
which  have  a  general  application  have  now  been  pre- 

186 


COMPLETE  SHORTHAND  COURSE 


187 


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188  COMPLETE  SHORTHAND  COURSE 

sented.  All  consonants,  vowels,  circles,  loops,  hooks 
and  ticks  have  been  given,  as  well  as  all  modifications 
of  the  lengths  of  consonants.  There  are,  however, 
many  words  which  would  be  inconveniently  written 
if  there  were  no  provision  made  for  them  further  than 
what  has  already  been  presented. 

THE    N-CURL 

193.  A  segment  of  a  small  circle  which  is  called 
the  n-curl  is  written  backward  before  the  straight, 
triple,  r-hook  consonants  and  before  the  iss  circle  on 
suh,  zuh,  shuh,  zhuh,  lull,  ar,  em,  and  emp  to  repre- 
sent the  syllables,  in,  en,  or  un.     See  lines  1  and  2. 

Word  Signs — (line  3)  instruct,  instruction,  instruct- 
ive, inscribe,  inscription,  inscriptive,  inexperience, 
inexperienced,  inexpressible,  unexpressed,  (line  4) 
plead,  particular-ly,  part,  opportunity,  spirit,  behind, 
build  or  built,  able-to,  told,  toward,  (line  5)  child, 
charity,  gentlemen,  gentleman, accord-ing-ingly, court, 
account,  count,  cold,  coldest,  (line  6)  gold,  great, 
greatest,  followed,  flood,  afraid,  virtue,  authority, 
third,  throughout,  (line  7)  isn't,  hasn't,  short,  world, 
mind,  amount,  movement,  somewhat,  seemed,  went. 

Writing  Exercise  XXIV 

1.  A    busy    mother     makes     slothful     daughters. 

2.  Render  unto  Caesar-the  things  that  are  Caesar's. 

3.  To  wonder  at  nothing  is  almost-the  one  and  only 
thing  which-can  make-and  keep  men  happy.  4.  Where 
there-is-a  mother  in-the  home  matters  speed  well. 
5.  Whether  it-be  for  life  or  death,  do  your-own  work 
well.     6.  The  anger  of-a  strong  man  can  always  bide 


COMPLETE  SHORTHAND  COURSE 


189 


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190  COMPLETE  SHORTHAND   COURSE 

its  time.  7.  Hunger  is-a  good  cook.  8.  Order  is-the 
sanity  of-the  mind,  the  health  of-the  body,  the  peace 
of-the  city,  the  security  of-the  state.  9.  There-is-no 
such  flatterer  as  is-a  man's  self,  and-there-is-no  such 
remedy  against  flattery  of-a-man's  self  as-the  liberty 
of-a  friend.  10.  The  diameter  of-a  circle  passes  through 
its  center.  11.  Laughter  should  dimple-the  cheek, 
not  furrow-the  brow.  12.  To-a  father,  when  his  child 
dies-the  future  dies.  13.  Neither  wise  men  nor  fools 
can  work  without  tools.  14.  A  father  is-a  banker  pro- 
vided by  nature. 

Writing  Exercise  XXV 

1.  Take  fast  hold  of  instruction ;  let  her  not  go  ; 
keep  her,  for  she  is  thy  life.  2.  What  insult  is  so 
keen,  or  so  keenly  felt,  as-the  polite  insult  which-you 
can-not  resent.  3.  The  particular  is-the  universal 
seen  under  special  limitations.  4.  There  is  never  but 
one  opportunity  of-a  kind.  5.  The  wealth  of  both  In- 
dies can-not  redeem  one  single  opportunity  which-you 
have  once  let  slip.  6.  Rule  your  spirit  well  for  if-it 
is-not  subject  to-you  it-will  lord  it  over-you.  7.  A 
child  may  have  too  much  of-its    mother's  blessing. 

8.  Charity  draws  down  a  blessing  on-the  charitable. 

9.  Charity  knows  no  distinction  of  nation.  10.  Gen- 
tlemen have  to  learn  that-it-is-no  part  of-their  duty  or 
privilege  to  live  on  other  people's  toil ;  that-there-is- 
no  degradation  in-the  hardest  manual  or-the  humblest 
servile  labor,  when  it-is  honest.  11.  He-is-the  best  gen- 
tleman that-is-the  son  of-his  own  deserts  and  not-the 
degenerate  heir  of  another's  virtue.  12.  The  great  event 
f or-the  world  is-the  arrival  in  it  of-a  new  wise  man. 


COMPLETE  SHORTHAND  COURSE  191 


TEST    QUESTIONS 

1.  What  is  added  to  a  stroke  by  making  it  half 
length  and  what  by  making  it  double  length? 

2.  Why  may  not  straight  strokes  be  made  double 
length? 

3.  Name  the  different  syllables  that  are  added  by 
the  doubling  principle. 

4.  What  is  the  difference  in  the  place  of  reading 
the  n-hook  upon  a  half  length  and  a  double  length? 

5.  If  a  double  length  is  written  in  first  position, 
tell  where  it  should  begin  and  where  it  should  end, 
with  reference  to  the  line  of  writing,  for  (a)  an  ascend- 
ing stroke,  (b)  a  horizontal  stroke,  and  (c)  a  descend- 
ing stroke. 

6.  In  a  like  manner  describe  the  second  position 
for  the  same  three  kinds  of  double  lengths. 

7.  In  a  like  manner  describe  the  third  position  for 
the  same  three  kinds  of  double  lengths. 

8.  Study  the  strokes  before  which  the  n-curl  is 
written,  observe  that  it  is  not  used  in  such  words  as 
unsafe,  unseen,  instead,  insipid,  and  ensign,  and  then 
try  to  discover  the  reason  for  restricting  its  use  to  the 
cases  given  in  paragraph  193.  State  your  conclu- 
sions. 

9.  In  the  light  of  the  definition  of  a  word  sign, 
given  in  the  tenth  answer  on  page  180,  tell  why  plead, 
able-to,  toward,  and  child  are  included  in  the  list  of 
word  signs. 

10.   In  like  manner  tell  why  charity,  account,  ivorld, 
and  movement  are  included  in  the  list  of  word  signs. 


192  COMPLETE  SHORTHAND   COURSE 

11.  How  many  times  have  you  read  page  187? 

12.  How  many  times  have  you  read  page  189? 

13.  How  many  times  have  you  written  Exercise 
XXIV? 

14.  How  many  times  have  you  written  Exercise 
XXV? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  187,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  189,  numbering 
the  lines  in  the  usual  way  ; 

(d)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear  ; 

(e)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXIV  ; 

(f)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXIV,  in  which  the  vowels  are 
omitted ; 

(g)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXV ; 

(h)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXV,  in  which  the  vowels  are 
omitted  ; 

(i)   Two    shorthand    copies  of   Writing    Exercise 

XXII,  without  vowels ; 

(j)   Two    shorthand    copies    of    Writing    Exercise 

XXIII,  without  vowels. . 


SIXTEENTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN 
FOURTEENTH  NUMBER 

1.  The  four  classes  of  characters  of  different 
lengths  are  the  dot  word  signs,  the  tick  or  dash 
vowel  word  signs,  the  half  lengths  and  the  full  lengths. 

2.  If  a  single,  light  consonant  is  followed  by  d, 
the  halving  principle  can  not  be  used,  hence  the 
stroke  for  duh  must  be  employed. 

3.  The  word  sign  for  could  does  not  comply  with 
the  principle  given  in  answer  2,  for  kuh  is  a  light 
stroke  and  d  is  added  in  this  instance  by  making  it 
half  length. 

4.  If  a  single,  heavy  consonant  is  followed  by  the 
sound  of  t,  the  halving  principle  can  not  be  used, 
hence  the  stroke  for  tuh  must  be  employed. 

5.  The  word  signs  for  about,  doubt,  got,  get,  that, 
and  without  are  some  exceptions  to  the  principle  set 
forth  in  answer  4. 

6.  If  an  outline  consists  of  a  half  length  consonant, 
a  following  vowel,  a  final  hook,  and  a  final  circle,  the 
sounds  should  be  read  in  this  order  :  the  consonant 
represented  by  the  stroke,  the  vowel,  the  final  hook, 
the  added  t  or  d,  and  the  circle.  Such  words  as  tents, 
bends,  vends,  etc.,  afford  illustration. 

7.  The  sound  of  t  may  be  represented  by  the 
stroke  tuh,  by  the  halving  principle,  and,  in  connec- 
tion with  s,  by  the  stub  or  est  loop. 

193 


194  COMPLETE  SHORTHAND  COURSE 

8.  The  halving  principle  can  not  be  used  in  cases 
where  the  half  length  would  be  a  continuation  of  the 
preceding  stroke,  for  several  reasons  :  First,  it  could 
not  be  determined  whether  the  half  length  should  be 
read  before  or  after  the  full  length.  Second,  the 
combination  might  be  read  as  a  single  length  which 
had  been  made  a  trifle  too  long.  Third,  the  combina- 
tion might  be  read  as  two  strokes  made  a  trifle  too 
short.     All  of  this  applies  to  straight  strokes  only. 

9.  The  strokes  ar,  em,  en,  and  luh  and  el,  con- 
sidered as  one  stroke,  admit  of  the  addition  of  either 
t  or  d  by  being  made  half  length. 

10.  The  word  sign  for  ive  or  with  is  half  of  a  circle 
of  the  size  of  the  iss  circle.  The  word  sign  for  that  is 
a  half  length  th-uh  ;  it  is  not  a  semi-circle  ;  it  is  longer 
than  the  word  sign  for  ive  or  with,  and  it  is  always 
made  heavy. 

A  Transcript  of  Page  173 
(Line  1)  rip,  ripped,  reach,  reached,  rake,  raked, 
loaf,  loafed,  bake,  baked,  (line  2)  tug,  tugged,  shave, 
shaved,  page,  paged,  gauge,  gauged,  club,  clubbed, 
(line  3)  pet,  bed,  pate,  bayed,  tut,  dead,  coat,  goad, 
Kate,  fate,  (line  4)  pit,  bid,  fight,  void,  east,  bad,  apt, 
aft,  act,  shout,  (line  5)  spot,  sipped,  fright,  stitched, 
skate,  dread,  plate,  threat,  supped,  hooked,  (line  6) 
twit,  squat,  clot,  Scott,  smite,  ^quote,  hugged,  split, 
sprite,  street,  (line  7)  bides,  deeds,  fights,  fates, 
coats,  goads,  shoots,  shouts,  pats,  cats,  (line  8)  point, 
points,  tuft,  tufts,  brained,  chafed,  cuffed,  cleft,  pants, 
rafts,  (line  9)  pint  or  pined,  joint  or  joined,  vent  or 
vend,  paint  or   pained,  faint  or  feigned,   meant  or 


COMPLETE  SHORTHAND   COURSE  195 

mend,  tent  or  tend,  plant  or  planned,  mount  or 
mound,  scant  or  scanned.  (Line  10)  Bad  laws  are 
the  worst  sort  of  tyranny.  Fortune  is  like  the  market 
(line  11)  where,  many  times,  if  you  can  stay  a  little 
the  price  will  fall.  (Line  12)  Mind  is  the  partial  side 
of  men,  the  heart  is  everything.  (Line  13)  Next  to 
Christmas  day,  the  most  pleasant  annual  epoch  in 
existence  (line  14)  is  the  advent  of  the  New  Year. 
One  can  live  on  little,  but  not  on  nothing. 

A  Transcript  of  Page  175 

(Line  1)  Meet  or  meat,  mead,  neat,  need,  mate, 
made,  hurt,  herd  or  heard,  heart,  hard,  (line  2)  light, 
lied,  lot,  laud,  let,  late,  old,  lute,  lad,  loud,  (line  3) 
pirate,  piratical,  exert,  ferret,  merit,  venerate,  article, 
certain,  parrot,  carrot,  (line  4)  kicked,  piped,  popped, 
bobbed,  probed,  caked,  cooked,  gagged,  (line  5)  dot, 
dotted,  date,  dated,  await,  awaited,  audit,  audited, 
dote,  doted  (line  6)  about,  did,  did  not,  do  not,  doubt, 
could,  can  not,  got,  get  or  good,  after,  fact,  (line  7) 
that,  without,  let,  immediate-ly,  made,  not,  nature, 
under,  hand,  lord  or  read,  word.  (Line  8)  Let  us 
have  faith  that  right  makes  might  and  in  that  faith 
(line  9)  let  us  dare  to  do  our  duty  as  we  understand  it. 
(Line  10)  No  word  is  ill  spoken  if  it  be  not  ill  taken. 
(Line  11)  Did  I  know  that  my  heart  was  bound  to 
temporal  possessions,  (line  12)  I  would  throw  the 
naming  brand  among  them  with  my  own  hand. 
(Line  13)  Facts  are  to  the  mind  the  same  thing  as 
food  to  the  body.  (Line  14)  Fit  words  are  fine  but 
often  fine  words  are  not  fit. 


196 


COMPLETE  SHORTHAND   COURSE 

Writing  Exercise  XXII 

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COMPLETE  SHORTHAND  COURSE 

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198  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XX,  without  Vowels 


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COMPLETE  SHORTHAND  COURSE  199 

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ADVANCE  WORK  OF  SIXTEENTH  NUMBER 

PREFIXES 

194.  The  syllables  con,  com,  and  cog  are  repre- 
sented by  a  light  dot  immediately  preceding  the  rest 
of  the  outline.     See  line  1. 

195.  These  same  syllables  are  represented  in  the 
middle  of  an  outline  by  disjoining  the  parts  between 
which  they  occur  and  writing  the  disjoined  parts  close 
together.     See  line  2. 

196.  These  syllables,  when  they  occur  initially, 
are  frequently  omitted  entirely,  or  they  are  indicated 
by  writing  the  part  of  the  outline  which  immediately 
follows  the  con,  com,  or  cog,  very  close  to  the  preceding 
word.     See  line  3. 

197.  Ante,  anti,  inter,  enter  and  intro  are  expressed 
by  a  half  length  en.     See  line  4. 

198.  Contra,  contro  and  counter  are  expressed  by  a 
chuhtoid  tick  written  immediately  before  the  rest  of 
the  outline.  Before  em  and  rub.  the  tick  is  written 
puhtoid.     See  line  5. 

199.  Mac  or  Mc,  in  proper  names,  and  magna  and 
magni  are  expressed  by  a  disjoined  em  before  the 
rest  of  the  outline.     See  line  6. 

200.  Self  and  circum  are  expressed  by  the  circle 
iss  placed  by  the  side  of  the  first  following  stroke  of 
the  outline.  See  line  7.  Self -con  is  represented  by 
writing  the  circle  in  the  place  of  the  con  dot,  allowing 
it  thus  to  represent  both  self  and  con.     See  line  8. 

200 


COMPLETE   SHORTHAND   COURSE 


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202  COMPLETE  SHORTHAND  COURSE 

In  the  exercise  upon  the  opposite  page,  new  words 
are  vocalized  the  first  time  they  occur  and  the  vowels 
are  omitted  in  the  same  words  when  they  occur  again. 

After  reading  the  exercise  the  usual  number  of 
times,  make  a  transcript  and  have  some  one  read  to 
you  from  the  transcript  while  you  write  in  shorthand 
from  dictation.  The  reading  should  be  quite  slow  at 
first,  gradually  increasing  the  rate  until  you  are  able 
to  write  the  letter  within  three  minutes. 

In  preparing  the  transcript,  mark  every  tenth 
word  by  placing  a  vertical  line  after  it.  The  reader 
should  sit  with  a  watch  in  hand  and  allow  twelve  sec- 
onds to  each  group  of  ten  words.  It  is  not  an  easy 
task  to  dictate  to  a  learner.  The  one  assisting  you 
must  realize  that  he  is  helping  you — that  he  is  read- 
ing for  you  and  that  you  are  not  writing  for  him. 

This  is  just  the  beginning  of  speed  work.  While 
those  who  have  successfully  pursued  the  course  thus 
far  should  be  fairly  well  equipped  with  the  principles 
of  the  subject,  a  failure  to  observe  a  due  restraint 
now  and  to  make  haste  slowly,  can  result  only  in 
harm. 

Writing  Exercise  XXVI 

1.  Compassion  will  cure  more  sins  than  condem- 
nation. 2.  Confidence  is-a  thing  not  to-be  produced 
by-compulsion.  Man  can-not-be  forced  into  trust. 
3.  Before  you  begin,  consider  well ;  and  when  you  have 
considered,  act.  4.  Interest  speaks  all  sorts  of  tongues 
and  plays  all  sorts  of  parts,  even  the  part  of  the  dis- 
interested. 5.  Confine  your  tongue  lest  it  confine  you. 
£    Men  cease  to  interest  us  when-we-find  their  limita- 


COMPLETE  SHORTHAND  COURSE 


203 


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204  COMPLETE  SHORTHAND  COURSE 

tions.  7.  On-the  neck  of-the  young  man  sparkles  no 
gem  so  gracious  as  enterprise.  8.  Gur  self-made  men 
are-the  glory  of  our  institutions.  9.  Magnificence 
can-not-be  cheap,  for  what-is  cheap  can-not-be  mag- 
nificent. 10.  The  first  sin  in  our  universe  was  Luci- 
fer's, that  of  self-conceit.  11.  Great  interests  are  apt 
to  clash  with  each  other.  12.  Carry  on  every  enterprise 
as  if  all  depended  on-the  success  of  it.  13.  Self-praise 
is  offensive.  14.  Self-love  is-the  instrument  of  our 
preservation.  15.  Magnanimity  owes  to  prudence  no 
account  of  its  motives. 

Writing  Exercise  XXVII 
Michigan  Department  of  State,  Lansing,  August  15. 

Mr.  P.  W.  Crane,  Toledo,  Ohio.  Dear  Sir :  I-am 
in  receipt  of-your-letter  of  August  13  in-which-you 
ask  for  information*  upon-the  industries  and  resources 
of  Michigan.  In  reply  I-will-say  that  reports  may-be 
had  from  this  Department  upon  horticulture  and  agri- 
culture. We-have-no  reports  upon  either-the  stone  or 
lumber  industry.  The  Commissioner  of  Mineral  Sta- 
tistics publishes-a  report  but  there-has-been  such-a  de- 
mand for-it  that-the-small  edition  printed  is  exhausted. 

This  Department  also  has  copies  of-the  report  of-the 
Railroad  Commissioner,  which  gives  information  and 
statistics  relative  to  railroads  of-the  State.  There-are 
also  reports  relative  to-the  charitable  and  penal  institu- 
tions of-the  State  for  distribution  by-this  Department. 

If-you  wish,  I-shall-be-pleased  to-send  you  copies 
of-the  various  reports.  There-will-be  no  charge  for 
them  except  for  transportation.     Very-respectfully. 

*  Information  =  en-shun  hook,  first  position. 


COMPLETE   SHORTHAND   COURSE  205 

TEST  QUESTIONS 

1.  The  word  connect  is  written  with  the  con  dot  and 
a  half  length  kuh,  with  a  light  dot  in  second  place  be- 
fore it.  Are  all  of  the  sounds  of  the  word  actually 
represented  ? 

2.  The  statement  is  made  that  the  con  dot  is  fre- 
quently omitted  at  the  beginning  of  outlines.  When 
do  you  think  it  would  be  safe  to  omit  it  and  when 
should  it  be  supplied  or  indicated? 

3.  Would  you  write  the  word  antimony  with  a  half 
length  en  or  a  combination  of  en-tuh?  Why?  Like- 
wise, Antony '? 

4.  Would  you  write  contrary  with  a  con  dot,  tuh-r- 
hook,  ruh,  or  with  the  contra  tick,  ruh?     Why? 

5.  How  many  sounds  are  represented  by  each  of 
these  abbreviated  devices  for  prefixes? 

6.  How  many  times  have  you  read  page  201? 

7.  How  many  times  have  you  read  page  203? 

8.  How  many  times  have  you  written  page  203 
from  dictation? 

9.  How  many  times  have  you  written  Exercise 
XXVI? 

10.  How  many  times  have    you  written  Exercise 
XXVII? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  201,  numbering 
the  lines  in  the  usual  way  ; 

(c)  A  longhand  transcript  of  page  203  ; 

(d)  All  of   your   shorthand  practice  work  of   the 


206  COMPLETE  SHORTHAND   COURSE 

letter  on  page  203,  numbering  the  copies  in  the 
order  in  which  they  were  written,  and  stating  upon 
each,  in  minutes  and  seconds,  the  length  of  time 
required  to  write  the  letter  from  dictation ; 

(e)  Your  questions  upon  any  part  of  this  lesson,  or 
a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear ; 

(f)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXVI ; 

(g)  Not  less  than  five  copies,  in  shorthand,  of 
Writing  Exercise  XXVI,  in  which  the  vowels  are 
omitted ; 

(h)  Not  less  than  ten  copies,  in  shorthand,  of 
Writing  Exercise  XXVII,  in  which  only  the  necessary 
vowels  are  inserted ; 

(i)  Two   shorthand    copies   of    Writing    Exercise 

XXIV,  without  vowels ; 

(j)  Two    shorthand    copies    of    Writing   Exercise 

XXV,  without  vowels. 


SEVENTEENTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  FIFTEENTH 
NUMBER 

1.  Making  a  stroke  half  length  adds  a  letter  and 
making  one  double  length  adds  a  syllable. 

2.  We  may  not  make  straight  strokes  double 
length  because  there  is  no  way  to  distinguish  such 
a  character  from  the  repetition  of  a  single  length. 

3.  The  syllables  added  by  making  curved  strokes 
double  length  are  ker,  ger,  er,  ter,  der,  ther  and  tfeer. 

4.  Upon  a  half  length  the  n-hook  is  read  before, 
while  on  a  double  length  it  is  read  after  the  added 
letter  or  syllable. 

5.  A  first  position,  double  length  (a)  ascending 
stroke  begins  half  of  a  consonant's  length  above  the 
line  and  ends  two  and  one-half  lengths  above  ;  (b)  a 
horizontal  stroke  begins  and  ends  one  length  above ; 
(c)  a  descending  stroke  begins  one  and  one-half  lengths 
above  and  ends  half  a  length  below  the  line. 

6.  A  second  position,  double  length  (a)  ascending 
stroke  begins  on  the  line  and  ends  two  lengths  above  ; 

(b)  a  horizontal  stroke  begins  and  ends  on  the  line  ; 

(c)  a  descending  stroke  begins  one  consonant's  length 
above  and  ends  a  length  below  the  line. 

7.  A  third  position,  double  length  (a)  ascending 
stroke  begins  half  a  length  below  and  ends  one  and 
one-half  lengths  above  the  line  ;  (b)  a  horizontal  begins 
and  ends  a  half  length  below  ;  (c)  a  descending  stroke 

207 


208  COMPLETE  SHORTHAND   COURSE 

begins  half  a  length   above  and  ends  one  and  one-half 
lengths  below  the  line  of  writing. 

8.  The  use  of  the  stroke  en  to  represent  the  syl- 
lables in,  en  or  un  would  make  very  inconvenient  or 
impossible  outlines  in  many  cases,  and  for  this  reason 
the  backward  n-curl  is  given.  The  curl  is  used  only 
where  it  is  inconvenient  to  use  en. 

9.  Plead,  toward  and  child,  as  word  signs,  each 
have  d  added  to  a  light  stroke  while  able-to  has  t 
added  to  a  heavy  stroke.  This  is  contrary  to  the 
halving  principle. 

10.  The  outline  for  charity  is  a  word  sign  because 
the  halving  principle  can  not  be  used  regularly  if  a 
final  vowel  follows  the  added  t.  Account  is  written 
out  of  position,  and  world  and  "movement  have  not  all 
consonants  represented. 

A  Transcript  of  Page  187 

(Line  1)  tinker,  linger,  longer,  sinker,  finger,  anger, 
(line  2)  timber,  simper,  temper,  bumper,  damper, 
amber,  (line  3)  fitter,  fighter,  litter,  niter,  meter, 
loiter,  fritter,  fatter,  (line  4)  thither,-  wither,  whither, 
altar,  whether,  smother,  Arthur,  Luther,  (line  5)  neither 
or  entire,  order,  water,  modern,  northern,  eastern, 
mother  or  matter,  (line  6)  voter,  letter,  weather, 
another,  younger  or  hunger,  latter,  father.  (Line  7) 
Neither  hew  down  the  whole  forest  nor  come  home 
without  wood.  (Line  8)  Every  flatterer  lives  at  the 
expense  of  him  who  listens  to  him.  (Line  9)  Laugh- 
ter is  the  cipher-key  wherewith  we  decipher  the  whole 
man.  (Line  10)  Tenderness  is  the  repose  of  passion. 
Order  is  Heaven's  first  law.     (Line  11)  Dickens  said 


COMPLETE  SHORTHAND   COURSE  209 

that  there  is  something  good  in  all  weathers.  (Line 
12)  Whether  you  boil  snow  or  pound  it  you  can  have 
but  water  of  it.  (Line  13)  Anger  resteth  in  the  bosom 
of  fools.  Luther's  words  are  half  battles.  (Line  14) 
Temper  is  so  good  a  thing  that  we  should  never 
lose  it. 

A  Transcript  of  Page  189 

(Line  1)  Incise,  incised,  incisor,  enslave,  unstring, 
unstrung,  instrument,  insoluble,  insolence,  inso- 
briety, (line  2)  insulation,  unsalable,  insurrection, 
insertion,  unseemly,  unstrained,  unscreened,  insole, 
insult,  insulator,  (line  3)  instruct,  instruction,  instruct- 
ive, inscribe,  inscription,  inscriptive,  inexperience, 
inexperienced,  inexpressible,  unexpressed,  (line  4) 
plead,  particular-ly,  part,  opportunity,  spirit,  behind, 
build  or  built,  able-to,  told,  toward,  (line  5)  child, 
charity,  gentlemen,  gentleman,  accord-ing-ingly, 
court,  account,  count,  cold,  coldest,  (line  6)  gold, 
great,  greatest,  followed,  flood,  afraid,  virtue,  author- 
ity, third,  throughout,  (line  7)  isn't,  hasn't,  short, 
world,  mind,  amount,  movement,  somewhat,  seemed, 
went.  (Line  8)  Every  attempt  to  crush  an  insurrection 
with  means  inadequate  to  the  end  (line  9)  foments 
instead  of  suppressing  it.  If  your  mind  and  its  affec- 
tions be  (line  10)  pure  and  sincere  and  moderate, 
nothing  shall  have  the  power  to  enslave  you.  (Line 
11)  It  is  right  to  derive  instruction  even  from  an  enemy. 
In  lapidary  (line  12)  inscriptions  a  man  is  not  upon 
oath.  Some  would  be  thought  to  do  great  (line  13) 
things  who  are  but  tools  and  instruments,  like  the  fool 
who  (line  14)  fancied  he  played  upon  the  organ  when 
he  only  blew  the  bellows. 


210 


COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XXIV 


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COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XXV 


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212  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XXII,  without  Vowels 

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COMPLETE  SHORTHAND  COURSE 


213 


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ADVANCE  WORK  OF  SEVENTEENTH 
NUMBER 

SUFFIXES 

201.  The  frequently  recurring  syllable  ing  may 
be  represented  by  a  dot  placed  at  the  end  of  the  pre- 
ceding part  of  the  outline.     See  line  1. 

Note. — The  use  of  ung  for  the  syllable  ing  is  preferable  wher- 
ever it  will  join  easily.  Both  the  stroke  and  dot  may  be  safely 
omitted  whenever  the  word  to  which  either  would  be  attached  is 
strikingly  distinctive  and  context  clearly  shows  its  presence,  as 
in  the  sentence:  By  do(ing)  your  work  promptly  you  will  be  sav(ing) 
much  valuable  time. 

202.  Ings  is  represented  by  placing  a  small  circle 
at  the  end  of  the  preceding  part  of  the  outline.  See 
line  2. 

203.  Ing-the  is  represented  by  a  puhtoid  or  chuh- 
toid  tick  immediately  following  the  rest  of  the  outline. 
See  line  3. 

204.  Ing-ly  is  represented  by  ung-1-hook.  See 
paragraph  148,  and  line  3  on  page  133. 

205.  Ly  is  usually  represented  by  the  stroke  luh 
joined  to  the  preceding  stroke.  When  luh  can  not  be 
joined,  then  the  syllable  is  represented  by  a  disjoined 
el.     See  line  4. 

206.  Self  as  a  suffix  is  represented  by  an  iss  circle 
and  selves  by  a  ses  circle  joined  to  the  preceding  stroke. 
These  circles  may  be  disjoined  and  written  at  the  side 
of  the  preceding  stroke  whenever  greater  accuracy 
seems  necessary.     See  line  5. 

207.  Ship  is  represented  by  a  disjointed  shuh. 
See  line  6. 

214 


COMPLETE  SHORTHAND  COURSE 


215 


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216  COMPLETE  SHORTHAND  COURSE 

208.  Ility,  ality,  arity  and  erity  are  represented  by 
disjoining  that  part  of  the  outline  which  immediately 
precedes  the  suffix.     See  line  1. 

209.  Ble  and  bly  may  be  represented  by  the  stroke 
bull  whenever  the  preceding  part  of  the  outline  is  of 
such  a  nature  that  the  1-hook  can  not  be  attached  to 
the  bull.     See  line  2. 

210.  The  phrase  of  the  is  indicated  by  writing  the 
words  between  which  it  occurs  close  together.  See 
line  3  :  day  of  the  month,  scene  of  the  battle,  etc. 

211.  From — to — are  indicated  when  each  immedi- 
ately precedes  the  same  word,  by  writing  the  words 
close  together.  See  line  4  :  from  day  to  day,  from  hour 
to  hour,  from  place  to  place,  etc. 

212.  And  is  frequently  omitted  where  context 
necessarily  supplies  it,  as  in  such  expressions  as  again 
(and)  again,  over  (and)  over,  and  right  (and)  wrong,  in 
which  cases  the  words  between  which  the  and  occurs 
are  always  joined.     See  line  5. 

213.  The  hyphen  is  represented  by  two  short  par- 
allel lines,  such  as  are  used  to  indicate  proper  names, 
placed  between  the  words  joined.  The  dash  is  a 
chuhtoid-tick-kuh-chuhtoid-tick.     See  lines  9  and  12. 

Use  the  letter  in  lines  7  to  14,  on  page  215,  and 
the  selection  in  lines  6  to  14,  on  page  217,  as  speed 
exercises.  Do  with  them  as  you  were  instructed  on 
page  202,  of  the  sixteenth  number,  to  do  with  the  letter. 

Writing  Exercise  XXVIII 
A  country  maid  was  walking  to-the  town  to-sell 
some  milk,  which  she  carried  in-a  pitcher  on-her  head. 
As  she  went  along  she  said  to  herself,  "  I-have  already 


COMPLETE  SHORTHAND  COURSE 


217 


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218  COMPLETE  SHORTHAND   COURSE 

fifty  eggs  at  home  ;  with-tlie  money  which  I  get  for 
my  milk  I-will  buy  fifty  more.  These  hundred  eggs 
can-not-fail  to  bring  me  at  least  eighty  chickens.  The 
chickens  will-be-ready  for-market  just  when  poultry  is 
dearest,  so  that  they  will  sell  for-a  good  sum.  With- 
the  money  I-will  get  me  a  new  gown,  and  when  I 
wear  it  at-the  fair,  the  young  fellows  will  want  to 
dance  with  me,  but  I-will  turn  from  each  with-a  toss- 
of-the-head."  As  she  said  these  words  she-could-not 
help  giving  her  head  a-toss,  when  down  fell  pitcher, 
milk,  eggs,  poultry,  gown,  sweethearts  and  all.  Count 
not  your  chickens  before  they  are  hatched. 

Writing  Exercise  XXIX 
Dwight,  111.,  Dec.  15.— Supt.  J.  W.  Masters, 
Streator,  Illinois.  Dear  Sir :  Before  making  definite 
plans  for-the  next  meeting-of-the-Northern  Illinois 
Teachers'  Association,  which,  as  you  know,  is  to-be 
held  at  Rockford,  April  29  and  30,  I  should  like 
your  advice  on  one  or  two  matters.  First,  would 
you  advise-the  holding  of  section  meetings  as  has 
sometimes  been-done  in-the  past?  Do-you  think  it 
likely  that  enough  superintendents  and-teachers  will- 
be  on  hand  Thursday  evening  to  render  it  advisable 
to  hold  some  kind  of-a  meeting  then? 

If-it-is-not  imposing  too  much  on-your  good  nature, 
I  should  like  to  get  your  advice  in  regard  to-the  pro- 
gram for  some  section  meetings  if-it  seems  best  that 
such  be  held.  I-wish  you  would  have  your  teachers 
express  their  preferences  as  to  subjects  for  discussion. 
I-hope  you-may  find  it-convenient  to  give  me  an 
early  reply.     Yours-truly. 


COMPLETE  SHORTHAND   COURSE  219 

TEST    QUESTIONS 

1.  Name  the  different  syllables  represented  by  the 
light  dot. 

2.  Name  the  different  syllables  or  words  repre- 
sented by  the  chuhtoid  tick. 

3.  Name  the  different  syllables  or  words  repre- 
sented by  the  small  circle. 

4.  What  syllables  and  phrase  are  represented  in 
the  same  way? 

5.  Describe  the  different  marks  of  punctuation 
that  have  been  given. 

6.  When  is  the  better  time  for  supplying  marks  of 
punctuation,  at  the  time  the  shorthand  is  written  or 
when  the  transcript  is  made? 

The  following  questions  are  optional.  Answers  to 
them  cannot  be  found  in  the  text,  but  if  the  spirit  of 
shorthand  has  been  caught,  the  correct  answers  may 
easily  be  made. 

7.  Invent  a  brief  way  of  representing  us  in  such 
phrases  as  give-us,  tell-us,  for-us,  to-us  and  of-us. 

8.  How  could  us  be  represented  in  such  phrases  as 
gives-us,  tells-us,  bless-us  and  choose-us  f 

9.  How  could  us  be  represented  in  such  phrases 
as  giving-us,  telling-us,  taking-us,  and  striking-us  f 

10.  If  it  is  desired  to  phrase  two  words  the  first  of 
which  ends  with  a  circle  iss  and  the  second  begins 
with  it,  how  may  this  be  done  conveniently?  Take 
the  following  for  illustration  :  it-is-such,  in-this-city , 
this-is-the,  as-has-been,  and  as-soon-as. 

11.  How  many  times  have  you  read  page  215? 

12.  How  many  times  have  you  read  page  217? 


220  COMPLETE  SHORTHAND  COURSE 

13.  How  many  times  have  you  written  the  letter 
and  selection  on  pages  215  and  217,  from  dictation? 

14.  How  many  times  have  you  written  Exercise 
XXVIII? 

15.  How  many  times  have  you  written  Exercise 
XXIX? 

MAIL   TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  215,  numbering 
the  lines  in  the  usual  way ; 

(c)  A  longhand  transcript  of  page  217,  numbering 
the  lines  in  the  usual  way ; 

(d)  All  of  your  shorthand  practice  work  of  the 
speed  exercises,  numbering  the  copies  in  the  order  in 
which  they  were  written,  and  stating  upon  each,  in 
minutes  and  seconds,  the  length  of  time  required  to 
write  them  from  dictation. 

(e)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear ; 

(f)  Not  less  than  three  copies,  in  shorthand,  of 
Writing  Exercise  XXVIII ; 

(g)  Not  less  than  seven  copies,  in  shorthand,  of 
"Writing  Exercise  XXVIII,  in  which  the  vowels  are 
omitted ; 

(h)  Not  less  than  ten  copies,  in  shorthand,  of 
Writing  Exercise  XXIX,  in  which  only  the  necessary 
vowels  are  inserted  ; 

(i)   Two   shorthand    copies   of    Writing   Exercise 

XXVI,  without  vowels ; 

(j)   Two   shorthand    copies   of    Writing   Exercise 

XXVII,  without  vowels. 


EIGHTEENTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN  SIXTEENTH 
NUMBER 

1.  The  con  dot  and  a  half  length  kuh  with  a  light 
dot  in  second  place  represent  connect.  All  sounds  of 
the  word  are  represented  except  one  of  the  n's.  It  is 
customary  to  represent  a  double  letter  by  but  one 
shorthand  character.     See  paragraph  19a. 

2.  As  a  general  rule,  it  is  safe  to  omit  the  con  dot 
in  long  outlines  and  in  those  which  do  not  make  a 
word  without  supplying  the  dot.  Sider,  squence,  sis- 
tent  and  even  fess  are  very  likely  to  suggest  the  full 
words  when  met  with  in  sentences. 

3.  It  is  much  better  to  write  antimony  with  the  en 
and  tuh  strokes,  because  of  the  principle  which  pre- 
cludes the  use  of  the  half  length  immediately  before 
or  after  a  stroke  between  which  and  the  half  length 
there  is  no  angle,  and  when  both  are  light  or  shaded. 
Antony  may  be  written  with  the  half  length  en  be- 
cause of  the  presence  of  a  distinct  angle  between  the 
half  length  and  the  following  en. 

4.  Write  contrary  with  a  con  dot,  tuh-r-hook,  ruh, 
for  the  sake  of  suggesting  the  division  of  the  word 
into  syllables,  and  also  indicating  the  accented  one. 
It  will  be  found  that  words  written  with  any  of  the 
prefixes  usually  have  the  accent  upon  a  syllable  which 
is  not  represented  in  the  prefix. 

221 


222  COMPLETE  SHORTHAND  COURSE 

5.  The  con  prefix  represents  three  sounds ;  the 
anti  and  intro  four  and  five  sounds ;  the  contra  tick 
six ;  the  disjoined  em  three  or  five  ;  and  the  circle 
four,  five  or  seven.  As  great  time-savers  that  are 
perfectly  legible  in  reading,  the  advantages  of  these 
prefixes  at  once  become  apparent. 

A  Transcript  of  Page  201 

(Line  1)  Contain,  condemn,  conceal,  compose, 
compress,  complain,  commend,  cognomen,  cognation, 
cognition,  (line  2)  malcontent,  reconduct,  reconvene, 
unconfined,  recommend,  recompense,  incompetent, 
accompany,  recognize,  (line  3)  consider,  condition, 
complex,  the  law  condemns,  we  must  comply,  in 
compliance,  no  compensation,  (line  4)  antedate,  anti- 
dote, interrupt,  entertain,  introduce,  antecedent,  anti- 
quary, interview,  enterprise,  (line  5)  contraband, 
contradict,  contravene,  controversy,  controvert, 
counteract,  counterfeit,  counterpoise,  countermotion, 
countermand,  (line  6)  Mclntyre,  McDougal,  McMillin, 
magnanimous,  magnanimity,  magnify,  magnificent, 
(line  7)  self-assertion,  self-appointed,  self-admiration, 
self-assurance,  circumference,  circumlocution,  circum- 
navigate, circumstances,  circumvent,  (line  8)  self- 
conceit,  self-control,  self-condemn,  selfcontempt, 
self-contained,  self-consistent,  self-confidence,  self-con- 
scious, self-conquest,  self-command.  (Line  9)  Con- 
fidence in  one's  self  is  the  chief  nurse  of  magnanimity. 
(Line  10)  Constant  thought  will  overflow  in  words 
unconsciously.  Consider  the  lilies  of  the  field,  (line 
11)  how  they  grow ;  they  toil  not,  neither  do  they 
spin.     (Line  12)     Interest  is  the  spur  of  the  people, 


COMPLETE  SHORTHAND   COURSE  223 

but  glory  that  of  great  souls.  (Line  13)  We  must 
not  contradict  but  instruct  him  that  contradicts  us. 
(Line  14)  Circumstances  are  beyond  the  control  of 
man,  but  his  conduct  is  in  his  own  power. 

A  Transcript  of  Page  203 

Mr.  Glenn  F.  Robinson, 

Chicago,  Illinois. 
Dear  Sir : 

In  response  to  your  request,  I  enclose  sample 
tag  and  catalogue  in  which  you  will  find  descriptions 
and  prices  of  the  various  styles  and  sizes  made  and 
kept  in  stock.  These  tags  are  so  easily  attached  or 
moved  to  meet  any  condition  that  they  are  adapted 
to  a  wide  variety  of  uses,  the  most  prominent  of 
which  are  mentioned  in  the  various  pages  of  the 
catalogue.  Please  note  particularly  the  four  styles 
of  alphabets. 

Paper  faced  tag3  are  being  used  extensively  to 
write  names  on  and  are  commended  in  strongest 
terms. 

I  am  so  certain  that  you  will  find  them  not  only  a 
convenience  but  a  profitable  investment  that  I  will  be 
glad  to  send  as  many  tags  as  you  can  use  on  ten  days' 
trial,  with  privilege  of  returning  them  if  they  do  not 
prove  profitable  because  of  time  and  labor  saved. 

I  hope  to  be  favored  with  your  order. 
Very  truly  yours. 


224  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XXVI 

__i..--.'-\___/___.7TT^v <r?s C.-JUs^^)  X.-2....V-, 

__3 L.-JT, 6—. ; n X X 

Jo 
___\ \- V _\r --V 5sas4.jS.-W CL-- 


15-K- .\_xT\-X_ 


COMPLETE  SHORTHAND  COURSE  225 

Writing  Exercise  XXVI 

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226  COMPLETE  SHORTHAND  COURSE 

Writing  Exercise  XXIV,  without  Vowels 
\  ft     t  y ^M  G 

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COMPLETE  SHORTHAND  COURSE  227 

Writing  Exercise  XXV,  without  Vowels 


j—1 — v-r- 

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ADVANCE  WORK  OF  EIGHTEENTH   NUMBER 

SPECIAL    VOCALIZATION 

214.  When  the  vowel  of  a  double  consonant 
which  is  between  the  stroke  and  its  hook  is  other  than 
the  nominal  one  (short  e  and  short  u  are  the  nominal 
ones)  it  may  be  represented  by  the  following  scheme 
of  special  vocalization : 

215.  A  heavy  dot  vowel  is  represented  by  a  small 
circle  written  before  the  double  consonant,  and  in 
first,  second  or  third  place  according  as  the  vowel  is 
a  first,  second  or  third  place  vowel.     See  line  1. 

216.  A  light  dot  vowel  is  represented  in  the  same 
way  except  that  it  is  written  immediately  after  the 
double  consonant.     See  line  2. 

217.  Second  and  third  place,  dash  vowels  are  writ- 
ten through  the  double  consonant ;  a  first  place,  dash 
vowel,  immediately  before  it.     See  line  3. 

218.  The  diphthongs  are  likewise  written  through 
the  double  consonant.     See  line  4. 

219.  A  similar  scheme  of  vocalization  may  be  used 

with  double  lengths  to  indicate  a  vowel   other  than 

the  nominal  one,  in  the  added  syllable.     See  line  5. 

If  a  double  consonant   is   made   double   length  and 

specially  vocalized,  the  special  vocalization  will  apply 

to  the  double  consonant,  and  not  to  the  syllable  added 

by  makiug  the  character  double  length. 

Note. — Practically,  this  scheme  of  vocalization  is  used  in  but 
few  cases.  As  it  is  of  very  great  help,  however,  when  there  is  oc- 
casion for  using  it,  it  should  be  thoroughly  understood. 

228 


COMPLETE  SHORTHAND   COURSE  229 

I_-° 1 %r^ e.2 ^2 !_S iL.tf££/-..r^n... 

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230  COMPLETE  SHORTHAND  COURSE 

220.  Consonants  may  be  omitted  from  outlines  when 
of  little  aid  in  suggesting  the  words  in  which  they  occur. 

221.  Duh  is  often  omitted  before  juh.     See  line  1. 

222.  Kuh  is  often  omitted  after  ung.     See  line  2. 

223.  Puh  is  often  omitted  after  em  (see  line  3), 
but  never  unless  another  consonant  follows  it. 

224.  Consonants  are  omitted  from  outlines  if  it 
is  inconvenient  to  insert  them,  and  if  such  omission 
does  not  render  the  written  outline  illegible. 

225.  Tub  is  often  omitted  by  changing  the  est  loop 
into  a  circle  for  convenience  in  writing.  See  line  4. 
This  is  also  done  in  phrases,  such  as  must-be. 

226.  The  n-hook  is  frequently  dropped  for  the 
sake  of  a  good  joining  of  that  which  precedes  with 
that  which  follows  the  n.      See  line  5. 

227.  Words  are  sometimes  omitted  from  phrases 
where  the  context  necessarily  supplies  the  omitted 
words.  Illustrations  are  in  lines  10  and  13.  As-(a)- 
matter-(of)-fact,  in-point-(of)-fact,  do-you-mean-(to)-say. 

Use  the  letter  in  lines  6  to  14,  page  229,  and  the 
selection  in  lines  6  to  14,  page  231,  as  speed  exercises. 

Writing  Exercise  XXX 
Note. — All  future  writing  exercises  are  to  be  phrased  by  the  pupil. 
A  friend  of  Dean  Swift  one  day  sent  him  a  turbot, 
as  a  present,  by  a  servant  who  had  frequently  been  on 
similar  errands,  but  who  had  never  received  the  most 
trifling  mark  of  the  dean's  generosity.  He  opened  the 
door  of  the  study,  abruptly  put  down  the  fish,  and 
cried  very  rudely,  "Master  has  sent  you  a  turbot." 
"Young  man,"  said  the  dean,  rising  from  his  easy 
chair,   "is  that  the  way  you  deliver  your  message? 


COMPLETE  SHORTHAND  COURSE 


231 


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4 ^^^;_-_V^_-\o__-X ^+T^._.J=rx__J 


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232  COMPLETE  SHORTHAND  COURSE 

Let  me  teach  you  better  manners  ;  sit  down  in  my 
chair,  we  will  change  situations,  and  I  wTill  show  you 
how  to  behave  in  future."  The  boy  sat  down;  and 
the  dean,  going  to  the  door,  came  up  to  the  table  with 
a  respectful  pace,  and,  making  a  low  bow  said,  "Sir, 
my  master  presents  his  kind  compliments,  hopes 
you  are  well,  and  requests  your  acceptance  of  a  small 
present."  "Does  he?"  replied  the  boy  ;  "return  him 
my  best  thanks,  and  there  is  half  a  crown  for  your- 
self." The  dean,  thus  drawn  into  an  act  of  generosity, 
laughed  heartily,  and  gave  the  boy  a  crown  for  his  wit. 

Writing  Exercise  XXXI 

Dear  Sir : — I  am  in  receipt  of  your  request  and 
send  you  in  this  mail  a  copy  of  our  latest  catalogue, 
as  well  as  some  other  bulletins.     Yours  truly. 

Dear  Sir : — I  send  you  by  same  mail  with  this  a 
copy  of  our  catalogue  and  shall  be  pleased  to  give  yon 
further  information  concerning  the  University  if  you 
desire  it.     Very  truly  yours. 

Dear  Sir : — Your  request  for  information  regard- 
ing the  University  of  Chicago  has  been  received,  and 
a  circular  has  been  sent  you  which  it  is  believed  will 
answer  your  questions.  If  this  does  not  reach  you 
promptly  or  if  additional  information  is  desired,  please 
write  again.     Yours  very  truly,  William  R.   Harper. 

Dear  Sir  : — Replying  to  your  request  for  the  18th 
report  of  the  work  of  the  State  Agricultural  Experi- 
ment Station,  will  say  that  this  publication  is  very 
rare  and  we  are  keeping  the  few  copies  on  hand  to 
complete  library  sets.  If  you  wish  a  copy  of  the  same 
we  shall  be  obliged  to  charge  fifty  cents.    Yours  truly. 


COMPLETE  SHORTHAND  COURSE  233 

TEST  QUESTIONS 

1.  If  the  double  consonant,  puh-r-hook,  is  pre- 
ceded by  a  small  circle  in  second  place,  what  syllable 
is  formed? 

2.  With  what  might  the  vowel  spoken  of  in  the 
first  question  conflict?  Would  a  first  or  third  place 
vowel,  similarly  written,  be  subject  to  the  same  am- 
biguity which  you  have  just  discovered  to  be  present 
with  the  second  place  vowel?     Why? 

3.  Is  there  ever  any  real  occasion  to  write  a 
second  place,  light  dash  through  a  double  consonant? 
Why? 

4.  Do  you  find  that  the  consonants  which  may 
be  omitted  in  certain  shorthand  words  are  also  fre- 
quently omitted  in  ordinary  conversation? 

5.  Explain  what  is  meant  in  paragraph  227  by 
the  expression,  "the  context  necessarily  supplies  the 
omitted  words." 

6.  How  many  times  have  you  read  page  229? 

7.  How  many  times  have  you  read  page  231? 

8.  How  many  times  have  you  written  the  letter 
and  selection  on  pages  229  and  231  from  dictation? 

9.  How  many  times  have  you  written  Exercise 
XXX? 

10.  How  many  times  have  you  written  Exercise 
XXXI? 

MAIL    TO    THE    SCHOOL 

(a)  Your  answers  to  the  test  questions  ; 

(b)  A  longhand  transcript  of  page  229,  number- 
ing the  lines  in  the  usual  way  ; 


234  COMPLETE  SHORTHAND   COURSE 

(c)  A  longhand  transcript  of  page  231,  numbering 
the  lines  in  the  usual  way  ; 

(d)  All  of  your  shorthand  practice  work  of  the 
speed  exercises,  numbering  the  copies  in  the  order  in 
which  they  were  written,  and  stating  upon  each,  in 
minutes  and  seconds,  the  length  of  time  required  to 
write  them  from  dictation  ; 

(e)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear  ; 

(f)  Not  less  than  three  copies,  in  shorthand,  of 
Writing  Exercise  XXX  ; 

(g)  Not  less  than  seven  copies,  in  shorthand,  of 
Writing  Exercise  XXX,  in  which  the  vowels  are 
omitted ; 

(h)  Not  less  than  ten  copies,  in  shorthand,  of 
Writing  Exercise  XXXI,  in  which  only  the  necessary 
vowels  are  inserted ; 

(i)  Two    shorthand    copies   of   Writing    Exercise 

XXVIII,  without  vowels ; 

(j)  Two   shorthand    copies   of    Writing    Exercise 

XXIX,  without  vowels. 


NINETEENTH  NUMBER 

ANSWERS  TO  TEST  QUESTIONS  IN 
SEVENTEENTH  NUMBER 

1.  The  light  dot  variously  represents  the  following 
syllables  :  con,  com,  cog,  and  ing. 

2.  The  chuhtoid  tick  variously  represents  he,  the, 
contra,  contra,  counter,  and  ing -the. 

3.  The  small  circle  variously  represents  is,  his,  as, 
has,  self-con,  ings,  and  sometimes  us. 

4.  The  con,  com  or  cog  syllables  and  the  phrase  of- 
the  are  both  represented  by  writing  the  syllable  or 
word  following  con  or  of -the  close  to  the  preceding  word. 

5.  The  marks  of  punctuation  used  in  shorthand  are 
the  oblique  cross  on  the  line  for  the  period,  a  cross 
above  the  line  for  the  interrogation  point,  the  excla- 
mation point  as  it  is  regularly  written  except  that  a 
cross  is  substituted  for  the  dot  part  of  the  character, 
the  comma,  semicolon  and  colon  as  in  longhand,  and 
the  dash  by  an  initial  and  a  final  tick  upon  kuh. 

6.  The  period  and  dash  are  inserted  when  the 
shorthand  is  written,  so  far  as  they  may  be  suggested 
by  the  inflection  of  the  one  dictating.  The  full 
punctuation  is  supplied  when  a  transcript  is  made. 

7.  In  phrases  such  as  give-us,  tell-us,  for-us,  to-us 
and  of-us,  the  us  may  be  represented  by  the  iss  circle 
attached  to  the  preceding  word  sign. 

8.  In  such  phrases  as  gives-us,  tells-us,  bless-us  and 
choose-us,  since  there  is  already  an  iss  circle  at  the  end 
of  the  word  sign,  the  small  circle  must  be  changed 
into  a  large  one  to  supply  the  us. 

235 


236  COMPLETE  SHORTHAND  COURSE 

9.  Giving,  telling,  taking,  and  striking  each  have  an 
ing-dot.  By  changing  this  dot  to  a  circle  we  have  the 
phrases  giving -us,  telling-us,  taking-us,  and  striking-us. 

10.  To  phrase  two  words,  the  first  of  which  ends 
and  the  second  begins  with  small  circles,  use  a  large 
circle  to  represent  the  two  small  ones.  Thus,  tuh-ses- 
chuh,  en-Tihuh-ses-tuh,  tKuh-ses-tick,  ses-buh-n-hook, 
and  ses-en-iss,  represent  it-is-such,  in-this-city ,  this-is- 
the,  as-has-been,  and  as-soon-as. 

A  Transcript  of  Page  215 

(Line  1)  trying,  shining,  lying,  ironing,  mincing, 
doing,  coming,  becoming,  dancing,  planning,  (line  2) 
writings,  drawings,  readings,  linings,  filings,  savings, 
doings,  paintings,  sayings,  mattings,  (line  3)  trying- 
tile,  calling-the,  paying- the,  doing-the,  telling-the, 
making-the,  planning-the,  joining-the,  lending-the, 
wishing-the,  (line  4)  blindly,  kindly,  jointly,  chiefly, 
plainly,  ungainly,  manly,  openly,  grandly,  (line  5) 
myself,  thyself,  yourself,  herself,  himself,  themselves, 
yourselves,  ourselves,  one's-self,  itself,  (line  G)  lord- 
ship, seamanship,  kinship,  statesmanship,  friendship, 
courtship,  generalship,  relationship,  scholarship,  hard- 
ship. (Line  7)  Mr.  Samuel  Gath,  Sheldon,  Iowa. 
Dear  Sir :  I  have  just  received  your  letter  (line  8) 
dated  May  4th,  which  was  forwarded  to  me  at  this 
place.  (Line  9)  This  will  account  for  the  delay  you 
will  experience  in  receiving  the  reply. 

(Line  10)  When  I  was  in  Omaha  last  week  it  was 
my  intention  (line  11)  to  go  from  there  to  Sheldon.  I 
wished  to  be  sure  of  finding  you  when  I  (line  12) 
called,  and  as  I  did  not  feel  certain  that  you  were  at 


COMPLETE  SHORTHAND  COURSE  237 

home  I  came  here.  (Line  13)  I  shall  be  obliged  to 
remain  here  for  a  "week  or  ten  clays.  Please  write  me 
(line  14)  stating  whether  you  will  be  in  your  office  on 
the  16th  instant.     Very  truly  yours. 

A  Transcript  of  Page  217 

(Line  1)  feasibility,  stability,  flexibility,  regularity, 
prosperity,  responsibility,  popularity,  frugality,  in- 
strumentality, (line  2)  seasonable,  achievable,  sen- 
sible, pardonable,  attainable,  governable,  dependable, 
accountable,  taxable,  (line  3)  day  of  the  month,  scene 
of  the  battle,  time  of  the  year,  city  of  the  plains,  pres- 
ident of  the  senate,  advantage  of  the  plan,  expenses 
of  the  trip,  end  of  the  story,  (line  4)  from  day  to  day, 
from  hour  to  hour,  from  place  to  place,  from  city  to 
city,  from  year  to  year,  from  week  to  week,  from  door 
to  door,  (line  5)  less  and  less,  more  and  more,  larger 
and  larger,  worse  and  worse,  ladies  and  gentlemen, 
heaven  and  earth,  north  and  south.  (Line  6)  0,  mighty 
poet !  thy  works  are  not  as  those  of  other  men,  (line  7) 
simply  and  merely  great  works  of  art ;  but  are  also 
like  the  (line  8)  phenomena  of  nature,  like  the  sun 
and  the  sea,  the  stars  and  the  flowers — (line  9)  like 
frost  and  snow,  rain  and  dew,  hail-storm  and  thunder, 
(line  10)  which  are  to  be  studied  with  entire  sub- 
mission of  our  own  faculties,  (line  11)  and  in  the  per- 
fect faith  that  in  them  there  can  be  no  too  much  or 
(line  12)  too  little,  nothing  useless  or  inert — but  that, 
the  farther  we  (line  13)  progress  in  our  discoveries, 
the  more  we  shall  see  proofs  of  (line  14)  design  and 
self-supporting  arrangement  where  the  careless  eye 
had  seen  nothing  but  accident. 


238 


COMPLETE  SHORTHAND  COURSE 


Writing  Exercise  XXVIII 


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COMPLETE  SHORTHAND  COURSE  239 

Writing  Exercise  XXIX 
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240  COMPLETE  SHORTHAND   COURSE 

Writing  Exercise  XXVI,  without  Vowels 
i^._1\-_./C__.7II^v ers (i-.-U-v-r)  X-aJ^, 

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COMPLETE  SHORTHAND   COURSE  241 

Writing  Exercise  XXVII,  without  Vowels 


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ADVANCE  WORK  OF  NINETEENTH 
NUMBER 

INTERSECTING    STROKES 

228.  When  the  words  party,  committee,  department, 
company,  society,  and  association  form  a  part  of  a  com- 
pound name,  they  are  represented  by  the  strokes  puh, 
tuh,  duh,  kuh,  sub,  and  shuh,  written  through  the 
preceding  word,  when  it  is  possible  to  write  them  so. 
See  lines  1  to  3. 

229.  And  company  is  written  with  a  duhtoid  tick 
attached  initially  to  kuh,  intersecting  the  preceding 
stroke.  See  line  4.  This  is  the  only  instance  of  a 
vertical  tick  being  used  initially  for  and. 

HOOKS    REPRESENT    WORDS    IN    PHRASES 

230.  The  1-hook  may  be  used  in  phrases  to  repre- 
sent ivill  or  all.     See  line  5. 

231.  The  r-hook  may  be  used  in  phrases  to  repre- 
sent arc  or  our  and  on  en  to  represent  the  syllable  re 
of  the  following  word.     See  line  6. 

232.  The  n-hook  may  be  used  in  phrases  to  rep- 
resent than,  been,  own  and  one.  See  lines  7  and  8.  The 
hook  can  not  be  used  after  my  and  thy  for  my  own  and 
thy  own,  nor  after  no  for  no  one. 

233.  The  f-  or  v-hook  may  be  used  in  phrases  to 
represent  have,  to  have,  or  of.     See  line  9. 

234.  The  small  weh-hook  may  be  used  in  phrases 
to  represent  we  or  with.     See  line  10. 

242 


COMPLETE  SHORTHAND  COURSE 


243 


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244  COMPLETE  SHORTHAND  COURSE 

MISCELLANEOUS    PRACTICE    MATTER 

To  become  thoroughly  proficient  as  a  shorthand 
writer,  it  is  now  necessary  that  a  great  quantity  of 
practice  work  be  done.  This  should  be  by  the  pupil 
alone,  who  should  be  very  careful  to  write  only  cor- 
rect and  accurate  outlines,  and  also  from  the  dictation 
of  some  patient  reader. 

Restrict  the  matter  for  dictation,  at  first,  to  that 
which  the  pupil  has  previously  worked  upon  alone. 
It  should  be  at  a  rate  which  will  constantly  crowd 
the  writer  and  yet  be  not  beyond  his  ability  to  write 
so  legibly  that  it  can  be  read  back  promptly. 

The  stenographer  must  be  able  to  do  two  things  ; 
namely,  write  shorthand  and  afterward  read  that 
which  he  has  written.  One  without  the  other  is  of 
little  value.  The  pupil  must  conscientiously  question 
himself  as  to  which  he  is  better  able  to  do  and  then 
turn  his  zeal  to  the  improvement  of  that  which  he 
5nds  the  more  difficult.  The  course  has  been  pre- 
pared with  the  intention  of  making  its  students 
equally  proficient  in  reading  and  writing,  and  wher- 
ever, in  individual  cases,  it  fails  to  do  this  the  remedy 
is  found  in  the  self-direction  of  the  pupil  to  that  in 
which  he  finds  himself  deficient. 

Material  for  practice  need  no  longer  be  confined  to 
that  which  is  offered  in  the  various  numbers.  Most 
excellent  selections  maybe  found  in  Third  and  Fourth 
Readers.  First-class  newspaper  editorials,  of  one  to 
two  hundred  words  each,  are  very  good.  Avoid  tech- 
nical or  scientific  articles  and  those  containing  any 
great  amount  of  conversation. 


COMPLETE  SHORTHAND  COURSE  245 


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246  COMPLETE  SHORTHAND   COURSE 

As  a  part  of  the  work  of  this  number,  prepare 
shorthand  transcripts  of  newspaper  editorials,  con- 
taining, in  the  aggregate,  not  less  than  one  thousand 
words,  and  mail  a  copy  of  your  best  work  to  the 
School.  Also  send  the  printed  longhand  from  which 
the  shorthand  transcript  was  made. 

Instead  of  the  newspaper  articles  referred  to  above, 
shorthand  transcripts  may  be  made  from  any  or  parts 
of  any  of  the  following  publications,  and  when  these 
are  used  the  printed  copy  need  not  be  sent  in  : 

Lincoln's  Gettysburg  Speech  and  Other  Papers; 

Irving's  Rip  Van  Winkle  and  Other  Essays; 

Hawthorne's  Tales  of  the  White  Hills  and  Other 
Sketches; 

Benjamin  Franklin's  Autobiography  (Part  I). 

Any  of  the  above  books  will  be  sent,  postpaid,  on 
receipt  of  15  cents  by  Houghton,  Mifflin  &  Co., 
Chicago,  New  York,  or  Boston. 


Writing  Exercise  XXXII 

t— V- >r 


...at  band        .^-.probably  _.._L.__determine    .million 


country      -\^-.property    ^....cbildren      _s.._expect 

Washington's  Address  to  His  Troops. — The  time 
is  now  near  at  hand  which  must  probably  determine 
whether  Americans  are  to  be  free  men  or  slaves  ; 
whether  they  are  to  have  any  property  they  can- call 
their  own  ;  whether  their  houses  and  farms  are  to  be 
pillaged  and  destroyed  and  themselves  consigned  to  a 
state  of  wretchedness  from  which  no  human  efforts 


COMPLETE  SHORTHAND  COURSE  247 

will  deliver  them.  The  fate  of  unborn  millions  will 
now  depend,  under  God,  on  the  courage  and  conduct 
of  this  army.  Our  cruel  and  unrelenting  enemy- 
leaves  us  only  the  choice  of  a  brave  resistance  or  the 
most  abject  submission.  We  have,  therefore,  to 
resolve  to  conquer  or  to  die.  Our  own,  our  country's 
honor,  calls  upon  us  for  a  vigorous  and  manly  exer- 
tion ;  and  if  we  now  shamefully  fail  we  shall  become 
infamous  to  the  whole  world. 

Let  us,  then,  rely  on  the  goodness  of  our  cause 
and  the  aid  of  the  Supreme  Being,  in  whose  hand 
victory  is,  to  animate  and  encourage  us  to  great  and 
noble  actions. 

The  eyes  of  all  our  countrymen  are  now  upon  us, 
and  we  shall  have  their  blessings  and  praises  if,  hap- 
pily, we  are  the  instruments  of  saving  them  from  the 
tyranny  meditated  against  them. 

Let  us  animate  and  encourage  each  other  and 
show  the  whole  world  that  a  free  man  contending  for 
liberty  on  his  own  ground  is  superior  to  any  slavish 
mercenary  on  earth.  Liberty,  property,  life  and  honor 
are  all  at  stake  ;  upon  your  courage  and  conduct  rest 
the  hopes  of  our  bleeding  and  insulted  country.  Our 
wives,  children  and  parents  expect  safety  from  us 
alone,  and  they  have  every  reason  to  believe  that 
Heaven  will  crown  with  success  so  just  a  cause. 

The  enemy  will  endeavor  to  intimidate  by  show 
and  appearance  ;  but,  remember,  they  have  been  re- 
pulsed on  various  occasions  by  a  few  brave  Americans. 
Every  good  soldier  will  be  silent  and  attentive — wait 
for  orders  and  reserve  his  fire  until  he  is  sure  of  doing 
execution. 


248  COMPLETE  SHORTHAND  COURSE 

MAIL   TO    THE    SCHOOL 

(a)  A  longhand  transcript  of  page  243,  numbering 
the  lines  in  the  usual  way ; 

(b)  A  longhand  transcript  of  page  245,  numbering 
the  lines  in  the  usual  way  ; 

(c)  Your  questions  upon  any  part  of  this  lesson, 
or  a  statement,  as  you  understand  it,  concerning  any 
part  of  the  lesson  which  is  not  just  clear  ; 

(d)  A  shorthand  transcript  of  the  newspaper 
articles  referred  to  on  page  246,  and  also  the  longhand 
copy  from  which  the  transcript  was  made  ;  or, 

(e)  A  selection  or  selections  from  any  of  the  four 
books  whose  titles  are  given  on  page  246  ; 

(f)  Not  less  than  ten  copies,  in  shorthand,  of 
Writing  Exercise  XXXII,  in  which  as  few  vowels  as 
possible  are  inserted. 


TWENTIETH  NUMBER 

ANSWERS  TO   TEST   QUESTIONS  IN 
EIGHTEENTH  NUMBER 

1.  The  double  consonant,  puh-r  hook,  when  pre- 
ceded by  a  small  circle  in  second  place,  forms  the 
syllable  par. 

2.  The  vowel  represented  by  the  small  circle  in 
the  preceding  question  may  conflict  with  the  circle  for 
self  or  circum,  in  which  case  context  must  be  depended 
upon.  A  first  or  third  place  vowel  similarly  written 
would  not  be  subject  to  the  same  ambiguity  because 
the  circle  for  self  or  circum  is  always  written  in  second 
place. 

3.  Ordinarily  there  is  no  occasion  for  writing  a 
second  place,  light  dash  through  a  double  consonant, 
because  the  usual  vowel  sound  in  such  cases  is  either 
short  u  or  short  e.  Since  we  frequently  allow  a  double 
consonant,  without  any  special  vocalization,  to  repre- 
sent a  syllable  which  does  not  contain  one  of  the 
nominal  vowels,  if  we  wish  to  preclude  the  possibility 
of  any  other  vowel  sound,  it  is  permissible  to  indicate 
the  short  u  or  short  e  by  the  scheme  of  special  vocali- 
zation. 

4.  Many  consonant  sounds  which  are  regularly 
omitted  in  the  shorthand  representation  of  words  are 
sometimes  omitted  in  pronunciation  by  careless,  indif- 
ferent speakers. 

249 


250  COMPLETE  SHORTHAND  COURSE 

5.  By  the  expression  "  the  context  necessarily  sup- 
plies the  omitted  words  "  is  meant  that  that  which  goes 
before  and  after  the  omitted  word  or  words  forms  a  part 
of  an  expression  so  familiar  to  English-speaking  per- 
sons that  the  omission  is  at  once  supplied.  The 
entire  expression  is  so  idiomatic  that  if  any  word  other 
than  the  right  one  were  supplied,  it  would  grate 
harshly  upon  the  ear  of  the  hearer  or  upon  the 
thought  of  the  reader. 

A  Transcript  op  Page  229 
(Line  1)  beard,  cheer,  realization,  chairman,  scale, 
scare,  carbon,  cartoon,  marshal,  barter,  (line  2)  spill, 
skill,  shilling,  filter,  pilgrim,  Calvin,  palmetto,  cal- 
umny, canal,  (line  3)  course  or  coarse,  divorce,  roll, 
rule,  jurisdiction,  north,  border,  corporation,  collec- 
tion, (line  4)  picture,  culture,  lecture,  capture,  rapture, 
ridicule,  calculation,  accuracy,  (line  5)  signature, 
garniture,  furniture,  curvature,  future,  vampire, 
material.     (Line  6). 

Mr.  H.  L.  Sanderson, 

Saint  Paul,  Minnesota. 
Dear  Sir : 

We  have  received  a  communication  from  Superin- 
tendent Mayne,  of  Oshkosh,  saying  that  you  are 
(line  8)  interested  in  our  new  work  on  office  system 
which  we  had  (line  9)  Superintendent  Mayne  prepare 
for  us  last  year.  He  thinks  that  a  (line  10)  certain 
edition  of  the  work  which  we  are  just  preparing 
would  best  suit  (line  11)  your  needs.  This  edition 
will  not  be  out  for  perhaps  two  weeks  (line  12)  when 
we  will  be  very  glad  to  have  you  examine  it.     In  the 


COMPLETE  SHORTHAND  COURSE  251 

meantime  (line  13)  if  there  is  anything  we  can  give 
you  in  reference  to  the  work  (line  14)  we  shall  be 
pleased  to  do  so. 

Very  truly  yours, 

Reed  &  Bacon. 

A  Transcript  of  Page  231 

(Line  1)  adjoin,  adjust,  adjourn,  adjutant,  adja- 
cent, adjacency,  adjective,  adjudge,  adjudicate,  adjure, 
(line  2)  distinction,  punctual,  puncture,  anxious,  sanc- 
tion, extinction,  sanctity,  unction,  compunction, 
(line  3)  pumped,  dumped,  jumped,  stamped,  champed, 
clamped,  attempt,  pre-empt,  presumption,  exemption, 
(line  4)  postpone,  postmaster,  postage,  postalcard, 
mistake,  mostly,  testimony,  testify,  waistcoat,  wrist- 
band, (line  5)  abandonment,  assignment,  contentment, 
transmit,  transpire,  transaction,  transcend,  transept, 
transform,  transverse.  (Line  6)  In  following  a  rapid 
speaker,  the  occurrence  of  a  phrase  or  sentence  which 
can  be  condensed  (line  7)  into  a  convenient  and  famil- 
iar form,  is  a  godsend  to  the  writer;  and  if  (line  8) 
two  or  three  such  occur  close  together,  they  enable  him 
to  advance  by  (line  9)  leaps  and  bounds  until  he  is 
close  at  the  speaker's  heels.  The  common  phrases, 
(line  10)  as  a  matter  of  fact  and  in  point  of  fact,  have 
often  helped  me  over  the  ground  when  (line  11)  I  have 
been  running  a  hard  race ;  and  I  felt  really  grateful 
for  their  (line  12)  intervention.  In  taking  evidence, 
for  example,  the  occurrence  of  such  a  (line  13)  question 
as,  Do  you  mean  to  say  as  a  matter  of  fact  that  the  accounts 
of  the  firm  could  not  be  settled,  will  enable  the  (line  14) 
writer  to  make  up  much  lost  ground.      T.  A.  Reed. 


252 


V 


COMPLETE  SHORTHAND  COURSE 

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COMPLETE  SHORTHAND   COURSE  255 

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ADVANCE  WORK  OF   TWENTIETH  NUMBER 

While  it  is  the  aim  of  most  authors  of  stenographic 
systems  and  writers  upon  them  to  reduce  the  systems 
to  exact  sciences,  complete  success  along  this  line  has 
yet  to  be  attained.  If  the  mental  expense  of  the 
learner  is  the  factor  which  determines  the  method  of 
presentation,  then  the  absolutely  scientific  presenta- 
tion is  certainly  not  the  most  economical.  For 
example,  knowledge  is  briefly  written  en-juh,  and 
achioivledge,  kuh-juh.  It  is  possible  to  state  the  abbre- 
viations here  employed  as  principles,  thus  :  After  en 
and  before  juh  the  sound  of  1  is  omitted,  while  after 
kuh  and  before  juh,  both  en  and  el  are  omitted.  An 
exception  to  the  rule  permitting  the  omission  of  the 
sound  of  1  after  en  and  before  juh  is  found  when  the 
en  is  preceded  by  fuh-r-hook.  Examples,  knowledge, 
acknowledge,  phrenology. 

The  supposed  principles  above  set  forth  would 
probably  have  to  be  further  qualified  and  limited  when 
analogy,  hymnology  and  other  similar  words  are  con- 
sidered. It  would  be  possible,  however,  to  formulate 
a  principle  for  the  abbreviation  of  these  two  words 
and  any  others  which  might  present  the  same  condi- 
tions, but  to  do  so  would  certainly  result  in  a  compli- 
cated and  wordy  rule  whose  mastery  would  require  a 
much  greater  mental  effort  than  the  memorizing  of 
the  particular  instances. 

On  pages  271  to  280  will  be  found,  in  an  alphabetical 
arrangement,  most  of  the  word  signs  that  have  been 

256 


COMPLETE  SHORTHAND  COURSE  257 

given  in  the  preceding  pages  of  this  text ;  all  illustra- 
tions of  contracted  outlines  appearing  in  this  text 
which  have  been  contracted  according  to  the  prin- 
ciples herein  set  forth,  but  not  all  the  possible  illus- 
trations of  such  principles ;  and  also  many  of  the 
arbitrary  contractions  which  skilful,  practical  report- 
ers have  found  advantageous  to  adopt  in  their  work. 

It  is  not  intended  that  this  list  should  be  mem- 
orized. It  should  be  gone  over  many,  many  times.  It 
will  recall  to  you  word  signs  and  contractions  which 
you  have  once  known  and  momentarily  forgotten,  and 
will  apprise  you  of  contractions  which  you  will  subse- 
quently look  up  and  adopt  at  a  time  when  you  feel  a 
need  for  such  contractions. 

Shorthand  is  a  subject  which  is  not  mastered  in  a 
week,  a  month,  a  year  or  a  lifetime.  Just  as  in  the 
use  of  your  mother  tongue  in  which  you  are  continually 
learning  new  words,  new  phrases,  new  modes  of 
expressing  your  thoughts,  and  in  which  you  are  discard- 
ing some  of  the  old  words  and  phrases  from  time  to 
time,  just  so  in  shorthand  should  you  improve  and 
put  aside  the  less  for  the  more  expeditious  devices. 

Three  great  aids  to  the  further  growth  in  short- 
hand and  the  retention  of  that  which  you  have 
already  acquired  are  found  in  two  books  and  a  maga- 
zine. The  books  are,  The  Science  and  Art  of  Phrase- 
making,  by  David  Wolfe  Brown,  an  official  reporter  of 
the  United  States  House  of  Representatives,  and  The 
Phonographic  Dictionary  and  Phrase  Book,  by  Benn 
Pitman  and  Jerome  B.  Howard.  The  magazine  re- 
ferred to  is  the  Phonographic  Magazine,  published  at 
Cincinnati,  Ohio. 


258 


COMPLETE  SHORTHAND  COURSE 


Reading  Exercise.      Anvils  and  Hammers. 

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COMPLETE  SHORTHAND  COURSE  259 

Anvils  and  Hammers,  Continued 


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260  COMPLETE  SHORTHAND   COURSE 

Writing  Exercise  XXXIII 
(A  continuation  of  Anvils  and  Hammers) 
While  the  world  should  be  more  careful  and  con- 
siderate in  its  treatment  of  those  who  come  to  it  with 
a  mission  of  good,  the  reformer  himself  should  be 
very  patient  with  the  world.  He  must  not  only  retain 
his  faith  in  it,  but  he  must  not  be  in  too  great  a  hurry 
to  be  understood  and  accepted.  He  must  draw  close 
to  the  world,  where  it  can  look  into  his  heart,  and  the 
world  should  draw  close  to  him  until  it  is  rationally 
satisfied  that  he  has  nothing  for  it.  The  efforts  of 
opposing  forces,  backed  by  the  endorsement  of  the 
unreasoning  multitude,  should  throw  no  worker  for 
the  world  off  his  poise,  nor  should  they  deprive  him 
of  the  honest  judgments  of  those  who  think.  No  true 
man  will  ever  be  in  haste  to  vindicate  himself  before 
the  world  by  direct  efforts  for  that  end.  He  has  faith 
in  men,  and  that  gives  him  faith  in  the  ultimate  judg- 
ments of  men.  He  lives  and  speaks  and  acts,  and  he  is 
content  to  let  his  life,  his  words  and  his  actions  speak 
for  him.  By  them  he  knows  that  sooner  or  later  the 
world  will  judge  him,  and  he  is  content.  Show  me  a 
man  who  gets  excited  and  uneasy  under  popular 
clamor  and  betrays  his  unhappiness  and  anxiety  by 
frequent  private  or  public  explanations  and  justifica- 
tions, and  you  will  show  me  one  who  is  not  to  be 
trusted.  He  has  not  the  spirit  nor  the  stamina  for 
his  work.  But  he  who  goes  straight  forward,  confi- 
dent in  his  own  motives,  true  to  his  own  convictions 
and  calmly  trustful  of  the  ultimate  issue  of  his  efforts 
and  his  life,  is  of  the  true  metal,  and  one  may  be 
sure  that  there  is  something  good  in  him. 


COMPLETE  SHORTHAND  COURSE  261 

He  laughs  be3t  who  laughs  last.  The  wheels  of 
progress  do  not  stop.  The  world  advances  toward 
and  into  a  better  life,  and  will  advance  until,  leaving 
the  hard,  clumsy  and  jarring  pavements  of  the  marts 
of  selfishness  behind,  it  will  strike  off  joyously  into 
the  broad  avenue  of  the  millennium.  No  man  can  be 
a  true  worker  for  human  good  who  does  not  believe 
that  the  cobble-stone  pavement  has  an  end  and  that 
there  is  an  avenue  ahead  where  it  will  be  his  turn  to 
enjoy  himself.  He  believes  that  the  time  will  come 
when  what  he  is  doing  and  has  done  will  be  accepted 
at  its  true  value.  He  may  be  laughed  at  now ;  he 
may  be  scoffed  at  and  scorned ;  his  motives  may  be 
maligned ;  he  may  be  hammered  by  opposition  and 
barked  at  by  popular  clamor ;  but  he  knows  that 
some  time  in  the  future  it  will  be  his  turn  to  laugh, 
and  he  is  confident  that  he  will  laugh  last  and  laugh 
best.  He  knows  that  God  will  prove  to  be  a  good 
paymaster,  and  he  believes  that  the  world  will  in  the 
long  run  be  just. 

If  any  man  propound  ideas  in  advance  of  the 
world,  the  world  in  its  progress  will  come  up  to  them 
as  certainly  as  the  world  continues  to  exist,  and  then, 
if  not  before,  it  will  remember.  Those  who  cherish 
truth  and  stand  by  the  right  must  be  at  warfare  with 
those  who  hold  to  falsehood  and  to  sin.  There  is  no 
conscription  in  this  war.  It  is  a  voluntary  service  on 
both  sides,  and  neither  is  in  want  of  cowards.  There 
is  a  contemptible,  quiet  path  for  all  those  who  are 
afraid  of  the  blows  and  clamors  of  opposing  forces. 
There  is  no  honorable  fighting  for  any  man  who  is  not 
ready  to  forget  that  he   has  a  head  to  be   battered 


262  COMPLETE  SHORTHAND  COURSE 

and  a  name  to  be  bespattered.  Truth  wants  no 
champion  who  is  not  as  ready  to  be  struck  as  to  strike 
for  her.  The  eye  that  can  see  the  triumph  of  that 
which  is  good  in  the  world  from  afar,  the  heart  that 
can  be  certain  of  victory,  though  now  in  the  sulphur- 
ous thickness  of  the  fight,  can  afford  present  con- 
tumely and  even  present  defeat.  The  bearer  of  such 
a  heart  and  eye  knows  that  sooner  or  later  the  time 
will  come  when  he  and  the  band  to  which  he  belongs 
shall  celebrate  a  final  victory  over  all  that  oppose 
them — that  they  shall  come  home  from  their  contest 
"  with  songs  and  everlasting  joy  upon  their  heads." 
He  knows  that  the  last  shout  will  be  his,  and  that  the 
severer  the  conflict  the  heartier  will  that  shout  be. 
Ah !  What  peans  of  triumph,  what  sweeps  of  ma- 
jestic music,  what  waving  of  banners,  what  joyous 
tumult  of  white-robed  hosts,  shall  greet  him  who  goes 
home,  worn  and  weary,  to  take  a  crown  worthily  won 
in  the  contest  with  error  and  with  wrong.  May  that 
crown  be  yours  and  mine! 

MAIL    TO    THE    SCHOOL 

(a)  A  longhand  transcript  of  pages  258  and  259  ; 

(b)  Not  less  than  ten  copies,  in  shorthand,  of 
Writing  Exercise  XXXIII ;      . 

(c)  An  article,  in  shorthand,  of  a  thousand  words  or 
more,  from  any  of  the  sources  mentioned  on  page  246  ; 

(d)  Shorthand  copies  of  the  entire  selection,  An- 
vils and  Hammers,  written  from  dictation.  On  each 
copy  state  the  rate  at  which  it  was  written  and  the 
rate  at  which  it  was  read  back  from  your  shorthand 
notes. 


TWENTY-FIRST   NUMBER 

TRANSCRIPTS  OF  SHORTHAND  AND  WRITING 
EXERCISE  IN  NINETEENTH  NUMBER 

A  Transcript  of  Page  243 

(Line^  1)  tory  party,  radical  party,  whig  party, 
prohibition  party,  house  committee,  executive  com- 
mittee, decorative  committee,  program  committee, 
(line  2)  legal  department,  employment  department, 
silk  department,  treasury  department,  railroad  com- 
pany, traction  company,  cotton  company,  trading 
company,  (line  3)  savings  society,  humane  society, 
medical  society,  missionary  society,  shorthand  asso- 
ciation, building  association,  employes'  association, 
fair  association,  (line  4)  Smith  &  Co.,  Fiske  &  Co., 
Pence  &  Co.,  Brown  &  Co.,  Drew  &  Co.,  Black  &  Co., 
John  L.  Dooley  &  Co.,  (line  5)  it  will,  which  will, 
each  will,  they  will,  if  all,  for  all,  by  all,  at  all,  in  all, 
(line  6)  which  are,  they  are,  at  our,  by  our,  in  our,  in 
reply,  in  receipt,  in  response,  in  regard,  (line  7)  more 
than,  other  than,  better  than,  greater  than,  longer 
than,  shorter  than,  larger  than,  lower  than,  have 
been,  had  been,  (line  8)  your  own,  our  own,  their  own, 
in  our  own,  any  one,  each  one,  every  one,  some  one, 
another  one,  at  once,  (line  9)  which  have,  such  have, 
it  will  have,  each  will  have,  hope  to  have,  said  to 
have,  out  of,  each  of,  in  receipt  of,  time  of  day,  (line 
10)  we  are,  we  will,  we  may,  we  mean,  we  always, 
we  must,  we  write,  we  answer,  with  my.  (Line  11) 
Dear  Sir :  We  are  in  receipt  of  your  letter  of  the 
12th,  in  reply  to  our  notice,  and  we  note  your  (line  12) 
promise  to  settle  this  account  in  two  installments — 
the   first  on  (line   13)  November  1,   and  the  balance 

263 


264  COMPLETE  SHORTHAND  COURSE 

about  December  15.  We  find  this  proposition  satis- 
factory (line  14)  and  shall  look  for  prompt  remittances 
as  stated.  Yours  truly, 

A  Transcript  of  Page  245 

Messrs.  Houghton,  Mifflin  &  Co., 

Chicago,  Illinois. 
Gentlemen  :  You  will  please  find  enclosed  herewith 
15^  in  stamps,  for  which  send  me  one  copy  of  Irving's 
Rip  Van  Winkle  and  Other  Essays. 
Yours  truly, 

Anderson,  Indiana,  May  8. 
Messrs.  D.  C.  Heath  &  Co., 

Chicago,  Illinois. 
Gentlemen : 

To  the  order  for  school  text-books  which  was 
given  to  your  Mr.  Smith,  who  was  here  yesterday,  I 
wish  you  to  add  three  copies  of  Goldsmith's  Vicar  of 
Wakefield.  If  the  first  order  has  been  filled  and  for- 
warded before  receipt  of  this,  please  hold  this  order 
until  later  in  the  week,  when  I  shall  quite  likely  add 
two  or  three  more  copies  to  the  order. 
Very  truly  yours, 

Fred  H.  Wright. 
Messrs.  Henry  Holt  &  Co., 

Chicago,  Illinois. 
Dear  Sirs  : 

Please  send  us  by  express  eight  copies   James's 

Psychology,    Briefer    Course,  and  ten  copies   of  Rem- 

sen's  Elements  of  Chemistry.     This  order  must  reach 

us  by  the  last  of  the  week,  so  please  hurry  it  forward. 

Very  truly  yours, 


COMPLETE  SHORTHAND   COURSE 


265 


Writing  Exercise  XXXII 

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266  COMPLETE  SHORTHAND   COURSE 


TRANSCRIPTS  OF  SHORTHAND  AND  WRITING- 
EXERCISE  IN  TWENTIETH  NUMBER 

A  Transcript  of  Pages  258  and  259 
Reading  Exercise — Anvils  and  Hammers 

Every  man  in  the  world  who  gives  blows  must 
take  blows.  Every  man  who  occupies  the  position  of 
a  positive  force,  bearing  upon  the  thought  and  life  of 
the  world,  is  a  hammer  that,  more  or  less,  must 
submit  itself  to  the  fulfilment  of  the  office  of  an  anvil. 
Those  whom  he  assails,  or  the  supporters  of  that 
which  he  assails,  will  turn  up  his  face  and  under- 
take to  straighten  their  crooked  nails  on  it,  or  refasten 
the  rivets  of  their  broken  cisterns  on  it,  or  pound 
the  wrinkles  out  of  their  battered  opinions  on  it,  or 
punish  it  with  spiteful  indentations.  The  perfection 
of  art  with  such  a  man  is  to  strike  heartily  when  he 
assumes  the  office  of  a  hammer,  and  bear  bravely 
when  he  is  compelled  to  be  an  anvil.  Until  a  man 
becomes  as  good  an  anvil  as  he  is  a  hammer,  he  fails 
to  be  thoroughly  fitted  for  his  work.  What  an  indu- 
rate old  anvil  Martin  Luther  was!  He  smote  errors 
and  abuses  and  sins  with  blows  that  sent  their  reso- 
nant echoes  through  all  the  centuries.  He  was  a 
moral  sledge-hammer,  assailing  a  system  that  shook 
through  all  its  rotten  timbers ;  but  that  system  and 
its   defenders   returned  his   assaults    and  tested    his 


COMPLETE  SHORTHAND  COURSE  267 

resistance  and  endurance.  The  Diet  of  Worms  made 
an  anvil  of  him  ;  and  the  kind  of  steel  he  had  in  him 
was  manifested  in  his  reply  to  the  friends  who  under- 
took to  dissuade  him  from  going  to  Worms  to  be 
hammered  :  "Were  there  as  many  devils  in  Worms  as 
there  are  roof-tiles,  I  would  on!"  That  was  the  way 
of  Luther,  the  anvil.   .   .  . 

Every  system  and  institution  of  wron'g,  error  and 
sin  has  its  defenders  ;  but  beyond  these  it  has  adher- 
ents and  friends  in  multitudes,  who,  being  unable  to 
enter  the  lists  as  champions,  resort  to  smaller  and 
meaner  arts  of  enmity.  There  is  never  wanting  any 
number  of  dogs  to  bark  at  an  honest  man.  .  .  . 
Many  a  man  can  give  blows  valiantly  and  receive 
them  bravely  who  is  made  very  nervous  and  miserable 
by  clamor  about  his  heels  and  spiteful  feints  at  the 
terminal  portions  of  his  trousers.  In  fact  there  is 
nothing  which  a  true  man  can  not  bear,  provided  he 
is  conscious  of  possessing  the  sympathy  of  the  people. 
When  a  reformer  utterly  loses  or  fails  to  gain  the 
sympathy  of  the  people,  strong  indeed  must  be  his 
conviction,  profound  indeed  must  be  his  charity,  and 
vital  must  his  faith  and  purpose  be,  if  he  can  still 
strike  lustily  in  their  behalf.   .  . 

The  people  owe  a  duty  to  all  who  come  to  them 
with  the  professed  wish  to  do  them  good.  A  man  is 
not  necessarily  bad  because  a  dog  barks  at  him,  and 
an  honest  man  is  never  the  worse  because  a  dog  barks 
at  him.  If  you  will  look  over  your  town,  your  state, 
your  country,  you  will  readily  select  the  names  of 
those  against  whom  there  is  more  or  less  of  popular 
clamor.     You  will  recall  here  and  there  names  that 


268  COMPLETE  SHORTHAND   COURSE 

are  names  of  reproach.  You  shrink  from  associa- 
tion with  those  who  bear  them.  If  you  enter  their 
presence,  you  enter  suspiciously,  as  if  you  feared  a 
taint,  or  guiltily,  as  if  you  thought  them  conscious  of 
the  contempt  in  which  you  hold  them.  You  think 
because  there  is  so  much  outcry  against  them  there 
must  be  something  bad  in  them.   .   .   . 

Look  back  over  the  past  and  see  how  many  of 
those  whom  the  world  once  abused  are  the  world's 
idols.  Who  are  the  preachers  whom  you  most  delight 
to  hear?  Have  they  not,  at  some  time  in  their  his- 
tory, been  the  objects  of  the  world's  outcry,  and  of 
yours,  too?  Look  at  the  ballots  which  you  carry  to 
the  polls  with  confidence  and  perhaps  with  unlimited 
enthusiasm.  Do  they  not  bear  the  names  of  men 
whom  you  once  verily  believed  to  be  the  incarnations 
of  selfishness  and  demagogism?  Think  of  the 
statesmen,  hunted  to  their  graves  by  the  hounds  of 
popular  clamor,  who  are  now  among  the  nation's 
immortals.  Remember  all  the  men  against  whom 
you  have  joined  in  denunciation  and  whom  you  have 
learned  to  respect,  if  not  to  love,  by  getting  near 
to  them  and  obtaining  a  look  into  their  honest  hearts 
and  a  vision  of  their  devoted  lives.  Look  over  the 
whole  track  of  history  and  see  how  every  one  who 
ever  did  great  good  in  the  world  has  been  the  object 
of  the  world's  maledictions,  and  then  be  careful  how 
you  join  in  an  unreasoning  outcry  against  any  man. — 
Selected  from  the  writings  of  Dr.  J.  G.  Holland. 


COMPLETE  SHORTHAND   COURSE 


269 


Writing  Exercise  XXXIII 


^ke^d--x— \~*     *    ..Ji^  \,<\ 1x0..^.^^-^.-.. 


r 


x 


< 


4 


4 


.^.cZ. 


V- 


..S.J.±.C._.^'...:,...t..l.f..C\.- 


270 


COMPLETE  SHORTHAND   COURSE 


Writing  Exercise  XXXIII,  Concluded 
4-J^j^-x rt^l     |^j e* 1 «_^>; 

.^..;^..N,...x...i.^...L-_/r..%...v__..x<=j'A.i..^ 


r 


■o^y .  -xt  -e^lg-p— 


I 


^,/  '.y^NdL^ \  \    » 


.,  /  *$»  T  ^  r._^v  xJl*-S  ^^Vv^^-  4,/i 


— ^— tr 

-AX...2I.. 


COMPLETE  SHORTHAND  COURSE  271 

A  Dictionary  of  Word  Signs,  Contractions,  Words  Irregularly 
Written,  and  Phrases  of  Frequent  Occurrence 

a »  adjourn -</-  almost 

abandonment _\_  adjournment.  >£  already 

able  to .Si  adjust £-  also Q. 

about adjustment . .   c/_  altogether h=r. 

about  as  -  his-  ^^^ 

us advance-d i   always /L_A 

above  board _S^  advancement   i     am *^ 

accept d.  advantage .  . .  /L  amount ** 


accept  his-us ^  advantageous /  an,    and  . 

accord-ing-  advertise-d-  ' 

ingly-to. ment j  and  a-an 

account ,  after __i*.  and   the  . 


again    and 
accountable __      again angel ./-- 

accurate aggregate-d. .  _— another — -^^>- 

acknowledge _Z  ago another  one -^^z^ 

across agree .T7 '   any 


o 

across  his-us ah any  one 

P 

across  that  . all anybody 

act  of  Con- 
gress  =2rj>  all  the  world. zL  anything 

Adams  Ex- 
press Co.  .  — Uns\  allow j£L  appear 

</  ^\ 

adjoin ....  almighty ^  appearance — 


N 


272  COMPLETE  SHORTHAND  COURSE 

appointment ^2  aught between ^^ 

are -JL.  authority :  beyond 

are  not /I.  aware .y..  bright .^. 

Arkansas —^ v  awe-d broad _h 


as -o  bank __\s^^  brother 3^. 

as  a  matter  of                                                    v  c 

fact <5r^.  be .X  build-t „ 

as  great  as ^  be  able  to .\-  but 

as  has O.  because by  all 


\ 


as  large  as -^/9_  become -..\ call. 

as  near  as been _S-  can. 


as  soon  as. . . _.-.  before 1  can  not. 

Q_p 

before  and 


care 


as  well  as h-l.      after l^ 

assemble-d-y 2^=,  before  his-us 1>  careful-ly _ 

astonish  -  ed  - 
ment ^  began certain _. 

at  all p.  begin "7!  change-d — 

at  any  rate J.  begun 9  character _. 

at  first — k  behind characteristic  — 

at  hand belief-ve characterize 


-c-3 


at  once .j  belong-ed-ing >  charity 2 


at  our 


1 
_1  better >v/  cheer ... 

attainment  ..  L>  better  than  ..^ s/2.  cheerfully £ 


A  DICTIONARY  OF  WORD  SIGNS,  ETC.  273 

child ___  defendant I.  dollar L 

children ,£__  degree domestic U=&__ . 

Christian  . _7__  deliver-ed-y 1  doubt _. 

democrat-ic _=■■_  during A. 


Christian 
association.  . 

Christian              /  denominate-d  / 

church -tion _  each  of .__ 

Christian             \                                      0 —  / 

society ______ iZT.  describe-d each  one .... 


circumstance . 


_.J_  description each  will ...... 

collect-ed descriptive efficient-ly V_-/_ 

come determine-d n  electric __. 


common did England-ish 

consider .1  did  not enlarge ._»__ 

constitution                    differ-ed-ent-               .                                  "^\_ 
t    of  the  U.  S p....Q.      ence X  enterprise ___ 

construction 3j  difficult-y <_—  entertain _-l 

dignify-ied-            |_ 
contentment u_      ty especial-ly 1.. 

correct distinct b-_-  essential-ly  . ^__. 

.       establish-ed- 
could distinguish-ed Jte^t      ment ^_ 

country divine eternal-ity J 

creature do J  ever 

danger X  do  not 1  every __\ 

dear 1.  doctor everybody -_V 

December. . .  Jn-^  doctrine everyone _!_. 


274 


COMPLETE  SHORTHAND  COURSE 


everything. . . 
exchange-d  . . 

expect-ed 

experience . . . 
experienced.  .- 
explain-ed 
explanation . 

explicit 

explodent . . 
explosive  . . 
express  .... 
expression . 
expressly  . . . 


.f^Ly  first a.  good. 

first-class . . . 

X  follow-ed Z~  govern-ment . . 

_°^,  for _\v.  governor £_ 


.Ar9..  got 


_%.  for  all _>s_  grandchild. 

for  the  pur-                     grandchil- 
._\      pose-of .v^ dren 


for  the  sake- 
of 


r 


grandson . 


-W --  great 

greater  and 
^-—      greater  . . . 


c- 


exquisite 

extraordinary 

-fly - 


extreme  . . . 

fact 

familiar-ly. 

farmer 

February  . . 
financial-ly 


--h 

_^p  forever 

-X.  former. 

__.^o...  frequent ^  greater  than ^?. 

'No.  from .°N  greatest ---a 

__.!\l  full-y L.  guilt-y 

-_^T.  general-ly c/_  had | 

. ZL  generalize aC  had  been j 

generalized c/.  had  had 

.—.La.  gentleman <•.  had  not 


v^  gentlemen ...  half.. 

gentlemen  of  . 

.A^-v       the  jury /^hand. 


j 


V^ get __  hand  in  hand 

— ^-_  give-n has .o. 

.— W—  glory-ied <^_  has  as. Q 


A  DICTIONARY  OF  WORD  SIGNS,  ETC.  275 

.      hopefully-to                   imagine-d-ary 
have V.      have _v^      -ation y. 

have  all _. X_  hospitable-y j..^.  immediate-ly 

have  been ^>.  how ^  imperfect _C!\^ 


oe 


have  had ^_  however I     important-* 

s                                           impossible-y-           •-& 
he humor ility 

„    n  improbable-y-  ^~ 

he  accepts tr^c  hiinger-ry -^,  ility \ 

he  acknowl-             ^.  > 

edges €.  I Z.  improper-ly . .  _C!\   . 

,  «_  I  acknowl-  x improve-d-  ^ 

he  can  not edge ~?      ment __<a. 


he  could _ ^  I  am v^  in  all 


heaven _^>  j  am  not ^  in  his-us  . . . 

heaven  and                 . 
earth  ....  .• x£A  I  can  not _^Z  in  order-to. 


held C  i  did  not f!.  in  our ™ 

hence ^  j  do  no^ j  \n  reference ~^!i*a 

high j  had a  in  respect-to — X 

him ^r-.  i  have _\_  in  response-to— -~_fc 

himself <c^  j  have  been. "So  in  similar. 

hls I  hope a.  .  in  some - <p^ 

hold £  I  siiau J  inasmuch  as >£. 

holy /-.  i  Win v      indignant-ly  .  —w 

<z^,                                    i       individual-ly- 
honor if V-       jty *-y 

hope .\..  if  an V-  inexperience ?V 


276 


mexperi-  ,» 

enced __^>.  it 


COMPLETE  SHORTHAND  COURSE 

I-  liberal-ly. 


influence it  will 


influenced January 

influences justly 

information kingdom. . . . 

d kingdom  of 

nscribe-d glory 

a  ->  kingdom  of 

inscription. . God 


nexpressible 


-^*x  it 


had- would. - 


-r  liberty. 
-f1-  lord  . . . 


7* 


manufac- 
ture-d. 


matter 

matter  of 
course . . 


cH3 


inscriptive. knowledge. 

instead  of „!j.  language  . . 

instruct-ed I   large 


^L 


instructive-ly _u  larger 

larger  and 
instruction _U      larger. . . 

ntellect-ual-           _, 
ually Z-.  larger  than .^?. 

,SX  largest -j.. 

1 


matter  of  fact- 

""^ssr  may  be - 

/-  measure-d 

-/?-  member - 


/ 


interest. 


internal-ly .  lastly 


into 

irregular-ly- 


^_^^  legislate-d- 
..rij       ure 


/7. 


ity. 

is 

s  his 


legislation 


-  jZ. 


...  legislative  . LC~ 


._  less  and  less. 


._£ 


/--a 

mercy 

er^. 

million  . . 

O 

misrepresent- 
ed   

,^\ 

mistake 

„^7- 

more  and 

^y" \ 

more  than  . . . 

<?->■ 

mostly 

--£-. 

issue -J.  let  his-us — .JP.  m0vement 


A  DICTIONARY  OF  WORD  SIGNS,   ETC. 


Mr. 


object 


Mr.  and  Mrs objection 

much -/.  objective 

much  of -/-■  °f 

much  will _<i2  of  all 

must  always .  .^t£— a  of  his-us. . 
must  be. . . . 


over 

er  and  over- 


> 

>   OV 

-\  part 

1  particular-ly.- 


277 
_____ 


J_x 


party 


N:> 


> 


myself 

nature 

near 

near  his-us. 
neglect-ed  . 


^v—  oh,  owe-d 


passenger 

_  peaceful-ly. . . 

on -.  peculiar-ly __S — 

*_*  only q^.  people-d -Js. 

—  opinion perfect-ly. . . . 


__* 


<i-S> 


.  opportunity perform 


I"1 


rf ormance  .  „ \/V_3 


v ^  perpendic- 

neither ordinary _^_-,      ular-ly „_v_-~__. 

,*  _,  perpetual- 

never _V-  organ ..       ly-tion ___\Z.__ 

next —    -,^p  organization phonographer _\_C.. 

phonographic .Vsj=^. 


nobody — ^_^  organize 

^^  original- 

nor ly-ity s/~  phonography.— W 

notwith-                     ^o 
standing other ^  plaintiff $► 

November ."^T^  ought -  pleasure 2. 

number-ed <\^-  our  own __\.  popular-ly-ity X__ 

O out  of L  postal _.-^-_. 


278 


COMPLETE  SHORTHAND  COURSE. 


practicable- 
y-ility 

practice-al-ly.. 

principal- 

le-ly 

probable- 

y-ility 

property 

prospect-ed  . , 

public-ly  ... 

publication  . . 

publicity 

publish- 
ed-ment . . . 

punish-ed . . . 

purpose 

purposed 

qualify 

quality 

quantity 


.       reconstruc-              ,Q  ..  m    .  . 

.^v_      tion /.\j  satisfy-ied p 

a  self-develop- 

/  ment 'A.. 


recover- 
r\.      ed-y-ing... 


!\  reform-ed /I    self-evident... .e_ 

self-satis- 
.V.  reformation         Aj      faction _j?_ 

..._.^.  regular-ly-ity--^"".  self-sufficient.......^. 

■    ■  %!  religion /-    sensible-y ._q^.. 

_ ...  \^  religious C  September .,    %^ 

.         remark-ed-  <--v  ,  .  p 

.„.-V_      able-ably f_several-ly.. 

.— -\-  remember-ed <N>  shall-t.... 

4 


..J. 


reorganize. 


should . , 


_._.\.  represent-ed......^X  *&**? 

^reKenta: _^  --ilar-ly-ity. 


<5~N 


-  V-  republic Z\  .  simple-y . . 

^  \  singular- 
ly, respect-ed ^      W*BT  • . 

..!Z1  revenge .^s  skilfully. 


question-ed . 

railroad 
company. . 

rather..   

rather  than. 

read 


right  and  fcrffc  •//v      somebody 

.-_ ^-  ri8wt0nrg S£L  «™'""* -- 

...^/T.  said  to  have t  «>«'hwest _f\ 

/  speak,  speech,  <* 

/  .  spoke ... 

£ sanguine v 

.-.Z....  satisfaction J?.  sPeak  of 


satisfactory .£//. 


special-ly 


A 


A  DICTIONARY  OF  WORDS  SIGNS,  ETC.  279 

spoken systematic 1,  though ( 

stenographer  _— ?^\  tell  of T...C  thousand (_ 

stenography _c^,.  territory L  three _*) 

territory  of 
stranger _L      the  U.  S \^P.  throughout 

subject _N.  testify L     thus f. 

subjection ^.  testimony „Jss»*e»»  till C 

subjective-ly .X>.  than X  time : 

subscribe \_  thank L  time  of „ 

subscription -^>-^-  th&t to .v 

substantiate-d  0  . 

-Illy No  the to  be \ 

subtraction -Sw.  the  first a2  together 

such  as /?_  their .).  told r_ 

such  had- 

would them (too v 

-y° 

there  had- 
such  have-of. £L      would toward fl. 

they  had- 
sufficient-ly ^J..      would ,  transcribe J 

suggest d°_.  they  will K.  transcription 3— > 

jo          -                             >w  treasury  _ 

suggestion _<£~^1  thing department -X 

suggestive-ly <*£..  think 1  trustful-ly ., .  ,X-, 

sure-ly 2.  this fe  truth _._] 

surprise „?.  this  is-has XX  truthful-ly A 

surprised _Z.  those — — .Q.  try  to  have . 


280        COMPLETE  SHORTHAND  COURSE. 

twelve — b.  virtue S>.  who * 

two v  was ).  whole ^ZL 

under w  we c.  whoever — ?\ 

undignified  . we  are will L.. 

unessential-ly— r7^4_,  we  mean wish 

unexpressed _JSi  we  will „_.  with -c. 

unholy — *^£-  were c  with  him c^ 

^_^^  with  refer- 

uninteresting — JZJL  what -.      ence -...c/\^. 

f> 
United  States ^g>  whatever L  withal -V 

unjustly y£.  when J^_  within -- 

unless Q^p.  whenever ._.^V^  without - — < 

unsatisfied i-£  where t/„  word 3i 

unselfish-ly Z.  which /__  world tt- 

unspoken which  are Z.  would a. 

n  which  are                                                             0 
until to  have £_.  ye 


which  had- 
\      would.... 


*> 


upon 

usual-ly J.  which  have-of £_  yet _,_, 

valuation .{^.  which  will. /2.  you a 

value-d ^  whichever /..  young v 

very ...A  whichsoever.. /_  your C 

Virginia \y  while ^_.  yourself €.- 


INDEX 


The  numbers  given  are  of  pages. 


A,  6,  9,  118 

Abbreviation     of       words 

phrases,  90,  216,  230 
Added  t  or  d,  172 
Ality,  216 
All,  in  phrases,  242 
Although,  42 
An,  9,  118 
And,  9,  118,  216 
And  company,  242 
Ante,  200 
Anti,  200 
Anything,  42 
Appendages,  68 
Ar,  52 
Are,  242 
^lr*Y//,  216 
Aspirate,  the,  90 
Association,  242 
Attached  vowels,  40 

Backward  n,  188 
Been,  242 
£7e,  216 
Bly,  216 

Capitalization,  16 

Ces  circle,  76 

Circle  between  strokes,  66 

Circle  iss,  64 

Circle  side,  66 

Circle  word  signs,  66 

Circum,  200 

Cog,  200 


Com,  200 
and   Combinations  ol  consonants,  9 
Comma,  16 
Committee,  242 
Company,  242 
Con,  200 

Consecutive  vowels,  38 
Consonants,  6,  15,  26 
Context,  110 
Contra,  200 
Contractions,  216,  230 
Contro,  200 
Counter,  200 

Dash,  the,  216 

Deficiencies  of  the  Roman  alpha- 
bet, 3,  4,  5 
Department,  242 
Derivative  words,  30 
Diphthongs,  40 
Direction  of  writing  circle,  64 
Disjoined  letters  and  signs,  200 
Double  consonants,  130,  144 
Double  lengths,  186 

Earache,  52 
El,  50 
Enter,  200 
Erity,  216 
Est  loop,  78 

F  hook,  the,  104,  242 
First  position,  28 
From to ,  216 

281 


282 


INDEX 


H,  90 

Half  lengths,  172,  174 
Have,  242 
Hyphen,  the,  216 

I,  40 

Ility,  216 

Imperfect  hooks,  130 

Ing,  214 

Ingly,  132,  214 

Ings,  214 

Ing— the,  214 

Inter,  200 

Interrogation  point,  9 

Intersecting  strokes,  242 

Intervocalization,  228 

Intro,  200 

Iss,  64 

Irregular  double  consonants,  132, 

146 
Irregular  I  hook,  132 
Irregular  r  hook,  146 

Joining  consonants,  9,  10 

L  hook,  the,  130,  132,  242 
Large  circle,  76 
Large  w  hook,  the,  160 
Length  of  consonants,  6,  15 
Long  vowels,  6,  28,  38,  55 
Luh,  50 
Ly,  214 

Mac  or  Mc,  200 
Magna,  200 
Magni,  200 
Materials,  2 

N  curl,  the,  188 
iVhook,  the,  102-242 
Names  of  the  consonants,  6 


O,  8 

Of,  242 

Of-the,  216 

Omission  of  consonants,  230 

Omission  of  vowels,  90 

Omission  of  words,  216,  230 

On,  40 

One,  242 

Our,  242 

Outline  of  a  word,  9 

Own,  242 

Party,  242 

Period,  9 

Phrasing,  118 

Plural  of  nouns,  66 

Position,  28,  38,  76,  118,  172,  186 

Practice,  importance  of,  13 

Practice  matter,  56,  244 

Prefixes,  200 

Proper  names,  16 

Punctuation,  9,  16,  216 

Purpose  of  phrasing,  118 

E  hook,  the,  144,  146,  242 
Ruh,  52 

Rules  for  reading,  8 
Rules  for  writing,  9 

Second  position,  30 

Self,  200,  214 

Self-eon,  200 

Selves,  214 

Semicolon,  16 

Semicircle,  the,  88 

Shaded  loop,  78 

Ship,  214 

Should,  40 

Shun  hook,  the,  116 

Silent  letters,  5 

Size  of  strokes,  6,  172,  186 

Small  loop,  78 


INDEX 


283 


Small  w  hook,  88 
Society,  242 

Special  vocalization,  228 
Speed  work,  33,  202 
St,  78 
Str,  78 
Stuh  loop,  78 
Suffixes,  214 

Than,  242 

The,  9,  118 

Third  position,  38,  59 

To-day,  42 

To  have,  242 

To-morrow,  42 

Triple  consonants,  158 

Upward  suh,  172 


F-hook,  the,  104,  242 
Vocalization     of    double    conso- 
nants, 228 
Vowel  places,  28 
Vowels,  6,  18,  26,  54 
Vowels,  omission  of,  90 

W  hook,  the  large,  160 

We,  242 

Weh  hook,  88,  242 

Weh  semicircle,  88 

Wh,  90 

Will,  242 

With,  242 

Word  signs,  9,  18,  24 

Writing  by  sound,  4 

Zd,  78 


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